Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers

摘要: This study of dyslexia was concerned with the quality phonological representations lexical items. It extended studies verbal learning in from new vocabulary items (pseudo-names) to more well-specified variants known words. The participants were 19 dyslexic adolescents grades 4 6 and younger normal readers grade 2 matched on single word decoding. dyslexics significantly outperformed by reading-age controls non-word reading phoneme awareness. also took longer time learn associate a set pseudo-names pictures persons although learned familiar names as quickly did. acquisition words studied an imitation task maximally distinct pronunciations long, gained less than this task. They one measure taken substitution same distinctness results are interpreted light hypothesis that poorly specified may be underlying problem dyslexia.