Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?
2005; Cambridge University Press; Volume: 26; Issue: 2 Linguagem: Inglês
10.1017/s0142716405050174
ISSN1469-1817
AutoresJuan E. Jiménez, Eduardo García, María del Rosario Ortiz González, Isabel Hernández-Valle, Remedios Guzmán Rosquete, Mercedes Rodrigo, Adelina Estévez, Alicia Díaz, Sergio Hernández,
Tópico(s)Cognitive and developmental aspects of mathematical skills
ResumoThe primary purpose of the study reported here was to explore the effects of the complexity of syllable structure and the effects of task differences in the explanation of deficit in phonological awareness (PA). A sample of 97 subjects was selected and organized into three different groups: 29 reading-disabled (RD) children, 41 normal readers matched in age with the former, and 27 younger normal readers at the same reading level as those with reading disabilities. We administered PA tasks which included items with different complexity of syllable structure. The results showed that the complexity of syllable structure had no particularly marked effect on the dyslexic children. Rather, the isolation task revealed the phonological deficit across all syllable structures.
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