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Implications for teachers of dyslexics of some recent phonological research

1997; Wiley; Volume: 3; Issue: 3 Linguagem: Inglês

10.1002/(sici)1099-0909(199709)3

1099-0909

Elaine Miles,

Reading and Literacy Development

DyslexiaVolume 3, Issue 3 p. 157-162 Research Article Implications for teachers of dyslexics of some recent phonological research Elaine Miles, Corresponding Author Elaine Miles Dyslexia Unit, University of Wales, Bangor, UKDyslexia Unit, University of Wales, Bangor, UKSearch for more papers by this author Elaine Miles, Corresponding Author Elaine Miles Dyslexia Unit, University of Wales, Bangor, UKDyslexia Unit, University of Wales, Bangor, UKSearch for more papers by this author First published: 04 December 1998 https://doi.org/10.1002/(SICI)1099-0909(199709)3:3 3.0.CO;2-XCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract American and British traditional programmes for teaching dyslexics have been based, after Orton, on a logical analysis of the English language in terms of phonemes. However recent research by Treiman, Goswami and others has demonstrated that children normally are first aware of larger units and only later discriminate phonemes. Moreover, distinctions are first observed within the word and this is the basis of later ability to manipulate smaller units to form words. It is argued here that more attention to these developmental patterns might overcome some of the difficulties shown by dyslexics in the early stages of special teaching and might also cue them into valuable ways of thinking which will help them to make independent progress in the future. © 1997 John Wiley & Sons, Ltd. References Cataldo, S. and Ellis, N. (1988) Interactions in the development of spelling, reading and phonological skills. Journal of Research in Reading, 11, 86–109. 10.1111/j.1467-9817.1988.tb00153.x Google Scholar Ellis, N. and Cataldo, S. (1992) Spelling is integral to learning to read. In C. Sterling and C. Robson (Eds), Psychology, Spelling and Education. Clevedon, Bucks: Multilingual Matters. Google Scholar Gillingham, A. and Stillman, B. E. (1956) Remedial Training for Children with Specific Disability in Reading, Spelling and Penmanship. Cambridge, MA: Educators Publishing Service Inc. Google Scholar Goswami, U. (1986) Children's use of analogy in learning to read: a developmental study. Journal of Experimental Child Psychology, 42, 73–89. 10.1016/0022-0965(86)90016-0 Web of Science®Google Scholar Goswami, U. (1988) Orthographic analogies and reading development. Quarterly Journal of Experimental Psychology, 40A, 239–268. 10.1080/02724988843000113 Web of Science®Google Scholar Hinshelwood, J. (1917) Congenital Word-Blindness. London: H.K. Lewis. 10.1016/S0140-6736(01)56353-9 Google Scholar Liberman, I. Y. (1973) Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65–77. 10.1007/BF02653842 Google Scholar Miles, E. (1992) The Bangor Dyslexia Teaching System, 2nd Ed. London: Whurr. Google Scholar Orton, S. T. (1989) Reading, Writing, and Speech Problems in Children: Selected Papers. Austin, TX: Pro-Ed. Google Scholar Stanovich, K. E. (1988) The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, XXXVIII, 154–177. 10.1007/BF02648254 Web of Science®Google Scholar Studdert-Kennedy, M. (1991) Language development from an evolutionary perspective. In N. A. Krasnegor, D. M. Rumbaugh, R. L. Schiefelbusch and M. Studdert-Kennedy (Eds), Biological and Behavioral Determinants of Language Development. London: Erlbaum. Google Scholar Treiman, R. (1985) Onsets and rimes as units of spoken syllables: evidence from children. Journal of Experimental Child Psychology, 39, 161–181. 10.1016/0022-0965(85)90034-7 CASPubMedWeb of Science®Google Scholar Wilson, J. (1993-1996) P.A.T. or Phonological Awareness Training: A New Approach to Phonics, 3 Volumes. London: University College Publishing. Google Scholar Citing Literature Volume3, Issue3Special Issue:From Research to Practice. Selected papers presented at the Fourth International Conference of the British Dyslexia AssociationSeptember 1997Pages 157-162 ReferencesRelatedInformation