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 phonolog...
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| Veröffentlicht in: | Reading & writing 2000-03, Vol.12 (1-2), p.63-97 |
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| container_title | Reading & writing |
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| creator | Thompson, G. Brian Johnston, Rhona S |
| description | 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) |
| doi_str_mv | 10.1023/A:1008048712877 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0922-4777 |
| ispartof | Reading & writing, 2000-03, Vol.12 (1-2), p.63-97 |
| issn | 0922-4777 1573-0905 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85521307 |
| source | Education Source; Springer Nature - Complete Springer Journals |
| subjects | Children Children & youth Comparative Analysis Control Groups Elementary Secondary Education Nonwords People with disabilities Phonemes Phonemic Awareness Phonetics Phonics Phonological Awareness Phonological Processing Reading Difficulties Reading Instruction Reading processes Reading Research |
| title | Are Nonword and Other Phonological Deficits Indicative of a Failed Reading Process? |
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