Are Nonword and Other Phonological Deficits Indicative of a Failed Reading Process?

Compares reading disabled children with two matched reading-level normal control groups on indicators of phonological processing. Finds that a nonword reading deficit was not in itself diagnostic of developmental reading disability. Discusses processes involving two sources of knowledge for phonological recoding as explanations of results on phonological deficits and of the phonological effects of phonics instruction. (SC)