Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography.

• Peter F. de Jong ^[1] ; Aryan van der Leij ^[1]
  1. [1] University of Amsterdam

     University of Amsterdam

     Países Bajos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 22-40
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.1.22
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• Dialnet Métricas: 10 Citas
• Resumen

  • In a longitudinal study, the development of phonological processing abilities was studied in 19 dyslexic, 17 weak, and 19 normal readers learning to read in Dutch. Among other abilities, phonological awareness and rapid automatized naming were assessed in kindergarten, in 1st grade, and in 6th grade. Dyslexic and weak readers had impairments in rapid naming from kindergarten through 6th grade. Their impairments in phonological awareness at the level of phonemes became manifest in 1st grade and tended to disappear at the end of primary school. However, in a second cross-sectional study, including 13 dyslexic and 25 normal readers, dyslexic children's awareness of phonemes was hampered when task demands increased. The various manifestations of a phonological deficit follow distinct developmental pathways. (PsycINFO Database Record (c) 2016 APA, all rights reserved)