TITLE

Perception of Phonemic Length and Its Relation to Reading and Spelling Skills in Children With Family Risk for Dyslexia in the First Three Grades of School

AUTHOR(S)
Pennala, Riitta; Eklund, Kenneth; Hämäläinen, Jarmo; Richardson, Ulla; Martin, Maisa; Leiwo, Matti; Leppänen, Paavo H. T.; Lyytinen, Heikki
PUB. DATE
June 2010
SOURCE
Journal of Speech, Language & Hearing Research;Jun2010, Vol. 53 Issue 3, p710
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Purpose: To examine the ability to discriminate phonemic length and the association of this ability with reading accuracy, reading speed, and spelling accuracy in Finnish children throughout Grades 1-3. Method: Reading-disabled (RDFR, n = 35) and typically reading children (TRFR, n = 69) with family risk for dyslexia and typically reading control children (TRC, n = 80) were tested once in each grade of Grades 1-3 using a phonemic length discrimination task. Reading, spelling, IQ, verbal short-term memory, phonological memory, and naming speed were assessed. Results: The RDFR group made more errors in phonemic length discrimination than the TRC group in Grades 2 and 3. After taking into account variance in verbal short-term memory, phonological memory, and naming speed, discrimination ability explained unique variance of spelling accuracy in Grades 2 and 3 and reading accuracy in Grade 3 in the RDFR group. At the individual level, in Grade 2, 31.4% of the RDFR group and 14.7% of the TRFR group performed below -1.25 SDs in the phonemic length discrimination task. Conclusion: Problems in phonemic length discrimination could be one of the accumulating risk factors affecting development leading to dyslexia.
ACCESSION #
51406276

 

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