Movement Sequencing and Phonological Fluency in (Putatively) Nonimpaired Readers
Reading-disabled children often have accompanying deficits in motor coordination. Rather than assuming impairment of a shared neural mechanism, we conjecture that coordination difficulties that undermine normal speech would also undermine development of phonological awareness, which is necessary for...
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| Veröffentlicht in: | Psychological science 2002-07, Vol.13 (4), p.375-379 |
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| creator | Carello, Claudia LeVasseur, Valerie Marciarille Schmidt, R. C. |
| description | Reading-disabled children often have accompanying deficits in motor coordination. Rather than assuming impairment of a shared neural mechanism, we conjecture that coordination difficulties that undermine normal speech would also undermine development of phonological awareness, which is necessary for reading fluency. Non-impaired readers who vary in fluency, therefore, should also covary in coordination. Reliable interrelationships between phonological decoding skills and the speed and variability of sequentially tapping the fingers of one hand (either dominant or nondominant) were, indeed, found for college undergraduates. Reading measures that do not emphasize phonological decoding did not show the same connection. Characterizing phonological decoding as a skill and the long-term consequences of failure to master that skill suggest that it could benefit from practice even in high-literacy populations. |
| doi_str_mv | 10.1111/1467-9280.00467 |
| format | Article |
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| subjects | Articulation disorders Child development Child psychology Children Children & youth Coordination Dyslexia Fingers Hand Hands Humans Motor ability Movement Perception Phonemes Phonetics Phonological awareness Phonology Psychology Reading Reading fluency Reading tests Research Reports Sequencing Skills |
| title | Movement Sequencing and Phonological Fluency in (Putatively) Nonimpaired Readers |
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