Inferential Word-Decoding Weakness in Reading Disabled Children
Evidence is presented that a large number of reading disabled (RD) children, especially younger ones, exhibit impaired inferential thinking in a head-fitted word-decoding task. This weakness is theorized to be linked to a lag in the development of phonological sensitivity. Recent work is reviewed th...
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| Veröffentlicht in: | Learning disability quarterly 1986-11, Vol.9 (4), p.315-324 |
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| container_end_page | 324 |
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| container_issue | 4 |
| container_start_page | 315 |
| container_title | Learning disability quarterly |
| container_volume | 9 |
| creator | Ackerman, Peggy T. Anhalt, Jean M. Dykman, Roscoe A. |
| description | Evidence is presented that a large number of reading disabled (RD) children, especially younger ones, exhibit impaired inferential thinking in a head-fitted word-decoding task. This weakness is theorized to be linked to a lag in the development of phonological sensitivity. Recent work is reviewed that suggests phonological sensitivity can be enhanced by direct instruction, with carry-over benefits to word-recognition skill. |
| doi_str_mv | 10.2307/1510385 |
| format | Article |
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Recent work is reviewed that suggests phonological sensitivity can be enhanced by direct instruction, with carry-over benefits to word-recognition skill.</description><subject>Articulation disorders</subject><subject>Attention deficit disorder</subject><subject>Child psychology</subject><subject>Children</subject><subject>Children with disabilities</subject><subject>Decoding</subject><subject>Dyslexia</subject><subject>Learning disabilities</subject><subject>Phonemics</subject><subject>Phonetics</subject><subject>Phonological awareness</subject><subject>Phonology</subject><subject>Reading</subject><issn>0731-9487</issn><issn>2168-376X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1986</creationdate><recordtype>article</recordtype><recordid>eNp1kE1Lw0AQhhdRsFbxLwQUPEVndrOb3ZNI60ehIIhSb2GTndTUmNTd9NB_bzQ9eOlcBoZnnhlexs4RrrmA9AYlgtDygI04Kh2LVL0fshGkAmOT6PSYnYSwgr6E4SN2O2tK8tR0la2jRetdPKWidVWzjBZkPxsKIaqa6IXs32xaBZvX5KLJR1W7fu-UHZW2DnS262P29nD_OnmK58-Ps8ndPC4EmC62QoJy3EjkqhQ2V0lSYAKahMtzxP4vVEgJl7yQ4LiWUDpLqiS0BowBMWYXg3ft2-8NhS5btRvf9CczNBq50VqqnroaqMK3IXgqs7WvvqzfZgjZbzrZLp2evBzIYJf0z7UPW4Wu9XttPxICans</recordid><startdate>198611</startdate><enddate>198611</enddate><creator>Ackerman, Peggy T.</creator><creator>Anhalt, Jean M.</creator><creator>Dykman, Roscoe A.</creator><general>Council for Learning Disabilities</general><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>7T9</scope><scope>NAPCQ</scope></search><sort><creationdate>198611</creationdate><title>Inferential Word-Decoding Weakness in Reading Disabled Children</title><author>Ackerman, Peggy T. ; Anhalt, Jean M. ; Dykman, Roscoe A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c309t-a3506d295126f3ab644c1408e3dbb11487161e4252c50d2850fdae6fe1a909903</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1986</creationdate><topic>Articulation disorders</topic><topic>Attention deficit disorder</topic><topic>Child psychology</topic><topic>Children</topic><topic>Children with disabilities</topic><topic>Decoding</topic><topic>Dyslexia</topic><topic>Learning disabilities</topic><topic>Phonemics</topic><topic>Phonetics</topic><topic>Phonological awareness</topic><topic>Phonology</topic><topic>Reading</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ackerman, Peggy T.</creatorcontrib><creatorcontrib>Anhalt, Jean M.</creatorcontrib><creatorcontrib>Dykman, Roscoe A.</creatorcontrib><collection>CrossRef</collection><collection>Docstoc</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Learning disability quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ackerman, Peggy T.</au><au>Anhalt, Jean M.</au><au>Dykman, Roscoe A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Inferential Word-Decoding Weakness in Reading Disabled Children</atitle><jtitle>Learning disability quarterly</jtitle><date>1986-11</date><risdate>1986</risdate><volume>9</volume><issue>4</issue><spage>315</spage><epage>324</epage><pages>315-324</pages><issn>0731-9487</issn><eissn>2168-376X</eissn><abstract>Evidence is presented that a large number of reading disabled (RD) children, especially younger ones, exhibit impaired inferential thinking in a head-fitted word-decoding task. This weakness is theorized to be linked to a lag in the development of phonological sensitivity. Recent work is reviewed that suggests phonological sensitivity can be enhanced by direct instruction, with carry-over benefits to word-recognition skill.</abstract><cop>Los Angeles, CA</cop><pub>Council for Learning Disabilities</pub><doi>10.2307/1510385</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0731-9487 |
| ispartof | Learning disability quarterly, 1986-11, Vol.9 (4), p.315-324 |
| issn | 0731-9487 2168-376X |
| language | eng |
| recordid | cdi_proquest_journals_1981298856 |
| source | Access via SAGE; JSTOR Archive Collection A-Z Listing |
| subjects | Articulation disorders Attention deficit disorder Child psychology Children Children with disabilities Decoding Dyslexia Learning disabilities Phonemics Phonetics Phonological awareness Phonology Reading |
| title | Inferential Word-Decoding Weakness in Reading Disabled Children |
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