Hostname: page-component-6d856f89d9-5pczc Total loading time: 0 Render date: 2024-07-16T08:20:42.942Z Has data issue: false hasContentIssue false
  • English
  • Français

Pseudoword repetition ability in learning-disabled children

Published online by Cambridge University Press:  28 November 2008

H. Gerry Taylor ,
Debra Lean  and
Sybil Schwartz
H. Gerry Taylor*
Affiliation:
Department of Pediatrics, Case Western Reserve University; and Rainbow Babies and Childrens Hospital
Debra Lean
Affiliation:
The Clarke Institute of Psychiatry
Sybil Schwartz
Affiliation:
McGill-Montreal Children's Hospital Learning Centre
*
H. Gerry Taylor, Ph.D., Department of Pediatrics, Rainbow Babies and Childrens Hospital, 2101 Adelbert Road, Cleveland, OH 44106
Get access Rights & Permissions [Opens in a new window]

Abstract

A test of pseudoword repetition was developed and administered to a group of 24 learning-disabled children. Twenty nondisabled children were also assessed. The major objective was to investigate associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing, as well as on measures of academic achievement. Results revealed that the repetition procedure had good psychometric characteristics, including the ability to distinguish disabled and nondisabled groups independent of IQ. Within the learning-disabled sample, repetition ability was more closely related to reading and spelling skills than to math achievement. Measures of phonological skill were moderately associated with one another. Findings suggest that the repetition task may be useful in identifying one important correlate of childhood learning disabilities. Results justify further research on the mechanisms responsible for repetition difficulties and on the significance of these difficulties for reading and spelling acquisition.

Type
Articles
Information
Applied Psycholinguistics , Volume 10 , Issue 2 , June 1989 , pp. 203 - 219
Copyright
Copyright © Cambridge University Press 1989

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baddeley, A. D. (1979). Working memory and reading. In Kolers, P. A., Wrolstad, M., & Bouma, H. (Eds.), Processing of visible language (Vol. 1, pp. 355–370). New York: Plenum.CrossRefGoogle Scholar
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read – A causal connection. Nature, 301, 419–421.CrossRefGoogle Scholar
Brady, S., Mann, V., & Schmidt, R. (1987). Errors in short-term memory for good and poor readers. Memory & Cognition, 15(5), 444–453.CrossRefGoogle ScholarPubMed
Brady, S., Shankweiler, D., & Mann, V. A. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345–367.CrossRefGoogle ScholarPubMed
Brandt, J., & Rosen, J. J. (1980). Auditory phonemic perception in dyslexia: Categorical identification and discrimination of stop consonants. Brain and Language, 9, 324–337.CrossRefGoogle ScholarPubMed
Bryant, P., & Goswami, U. (1986). Strengths and weaknesses of the reading level design: A comment on Backman, Marner, and Ferguson. Psychological Bulletin, 100(1), 101–103.CrossRefGoogle Scholar
Calfee, R. C., Lindamood, P. C., & Lindamood, C. H. (1973). Acoustic-phonetic skills and reading: Kindergarten through twelfth grade. Journal of Educational Psychology, 64, 293–298.CrossRefGoogle ScholarPubMed
Caplan, D., Vanier, M., & Baker, C. (1986). A case study of reproductive conduction aphasia I: Word production. Cognitive Neuropsychology, 3(1), 99–128.CrossRefGoogle Scholar
Caramazza, A., Miceli, G., & Villa, G. (1986). The role of the (output) phonological buffer in reading, writing, and repetition. Cognitive Neuropsychology, 3(1), 37–76.CrossRefGoogle Scholar
Catts, H. (1986). Speech production/phonological deficits in reading-disordered children. Journal of Learning Disabilities, 19(8), 504–508.CrossRefGoogle ScholarPubMed
Conrad, R. (1979). The deaf schoolchild: Language and cognitive function. London: Harper & Row.Google Scholar
Crary, M. A., Landess, S., & Towne, R. (1984). Phonological error patterns in developmental verbal dyspraxia. Journal of Clinical Neuropsychology, 6(2), 157–170.CrossRefGoogle ScholarPubMed
Ehri, L. C. (1984). How orthography alters spoken language competencies in children learning to read and spell. In Downing, J. & Valtin, R. (Eds.), Language awareness and learning to read (pp. 119–147). New York: Springer-Verlag.CrossRefGoogle Scholar
Fox, B., & Routh, D. K. (1980). Phonemic analysis and severe reading disability in children. Journal of Psycholinguistic Research, 9(2), 115–119.CrossRefGoogle ScholarPubMed
Fox, B., & Routh, D. K. (1983). Reading disability, phonemic analysis, and dysphonetic spelling: A follow-up study. Journal of Clinical Child Psychology, 12, 28–32.CrossRefGoogle Scholar
Godfrey, J., Syrdal-Lasky, A., Millay, K., & Knox, C. (1981). Performance of dyslexic children on speech perception tests. Journal of Experimental Child Psychology, 32, 401–424.CrossRefGoogle ScholarPubMed
Goldman, R., Fristoe, M., & Woodcock, R. (1974). G-F-W Sound-Symbol Tests. Circle Pines, MN: American Guidance Service.Google Scholar
Hammill, D. D., Larsen, S. C., Leigh, J., & McNutt, G. (1981). A new definition of learning disabilities. Learning Disability Quarterly, 4, 336–342.CrossRefGoogle Scholar
Jastak, S., & Wilkinson, G. S. (1984). Wide-Range Achievement Test-Revised. Wilmington, DE: Jastak Associates.Google Scholar
Johnson, D. J. (1980). Persistent auditory disorders in young dyslexie adults. Bulletin of the Orton Society, 30, 268–276.CrossRefGoogle Scholar
Jorm, A. F., & Share, D. L. (1983). An invited article: Phonological recoding and reading acquisition. Applied Psycholinguistics, 4(2), 103–147.CrossRefGoogle Scholar
Jorm, A. F., Share, D. L., Maclean, R., & Matthews, R. G. (1984). Phonological recoding skills and learning to read: A longitudinal study. Applied Psycholinguistics, 5, 201–207.CrossRefGoogle Scholar
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255.CrossRefGoogle Scholar
Katz, R. B., Shankweiler, D., & Liberman, I. Y. (1981). Memory for item order and phonetic recoding in the beginning reader. Journal of Experimental Child Psychology, 32, 474–481.CrossRefGoogle Scholar
Lean, D. S. (1986). The development of the phonetic similarity effect and ils relationship to early reading acquisition in children. Unpublished doctoral dissertation, Concordia University, Montreal.Google Scholar
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–202.CrossRefGoogle Scholar
Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17(10), 592–599.CrossRefGoogle ScholarPubMed
Mann, V. A., Liberman, I. Y., & Shankweiler, D. (1980). Children's memory for sentences and word strings in relation to reading ability. Memory and Cognition, 8, 329–335.CrossRefGoogle ScholarPubMed
McCarthy, R., & Warrington, E. K. (1984). A two-route model of speech production: Evidence from aphasia. Brain, 107, 463–485.CrossRefGoogle ScholarPubMed
Morrison, F., & Manis, F. (1982). Cognitive processes and reading disability: A critique and proposal. In Brainard, C. & Pressley, M. (Eds.), Verbal processes in children: Progress in cognitive development research (Vol. 2, pp. 59–94). New York: Springer-Verlag.CrossRefGoogle Scholar
Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33(3), 283–319.Google Scholar
Rack, J., & Snowling, M. (1985). Verbal deficits in dyslexia: A review. In Snowling, M. (Ed.), Children's written language difficultes (pp. 28–42). Philadelphie: NFER-Nelson.Google Scholar
Rosner, J. (1986). Phonological skills and learning to read and write: Reactions and implications. In Foorman, B. R. & Siegel, A. W. (Eds.), Acquisition of reading skills: Cultural constraints and cognitive universals (pp. 71–79). Hillsdale, NJ: Erlbaum.Google Scholar
Rudel, R. G., Denckla, M. B., & Broman, M. (1978). Rapid silent response to repeated target symbols by dyslexie and nondyslexic children. Brain and Language, 6, 52–62.CrossRefGoogle Scholar
Sattler, J. M. (1982). Assessment ofchildren's intelligence and special abilities (2nd ed.). Boston: Allyn & Bacon.Google Scholar
Shankweiler, D., & Crain, S. (1986). Language mechanisms and reading disorder: A modular approach. Storrs, CT: University of Connecticut and Haskins Laboratories.Google ScholarPubMed
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading achievement. Journal of Educational Psychology, 76, 1309–1324.CrossRefGoogle Scholar
Snowling, M. (1980). The development of grapheme-phoneme correspondence in normal and dyslexie readers. Journal of Experimental Child Psychology, 29, 294–305.CrossRefGoogle Scholar
Snowling, M. (1981). Phonemic deficits in developmental dyslexia. Psychological Research, 43, 219–234.CrossRefGoogle ScholarPubMed
Snowling, M., Goulandris, N., Bowlby, M., & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis. Journal of Experimental Child Psychology, 41, 489–507.CrossRefGoogle ScholarPubMed
Snowling, M., & Stackhouse, J. (1983). Spelling performance of children with developmental verbal dyspraxia. Developmental Medicine and Child Neurology, 25, 430–437.CrossRefGoogle ScholarPubMed
Spring, C., & Perry, L. (1983). Naming speed and serial recall in poor and adequate readers. Contemporary Educational Psychology, 8, 141–145.CrossRefGoogle Scholar
Stanovich, K. (1986a). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. In Torgesen, J. K. & Wong, B. Y. L. (Eds.), Psychological and educational perspectives on learning disabilities (pp. 87–131). Orlando, FL: Academic.Google Scholar
Stanovich, K. (1986b). Speculations on the causes and consequences of individual differences in early acquisition. Paper presented at the Conference on the Process of Reading Acquisition, Center for Cognitive Science, University of Texas, Austin.Google Scholar
Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.CrossRefGoogle Scholar
Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Intelligence, cognitive skills, and early reading progress. Reading Research Quarterly, 29, 278–303.CrossRefGoogle Scholar
Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9, 182–198.CrossRefGoogle ScholarPubMed
Taylor, H. G. (1989). Neuropsychological testing: Relevance for assessing children's learning disabilities. Journal of Consulting and Clinical Psychology, 55(6), 795–800.Google Scholar
Taylor, H. G., Fletcher, J. M., & Satz, P. (1982). Component processes in reading disabilities: Neuropsychological investigation of distinct reading subskill deficits. In Malatesha, R. N. & Aaron, P. G. (Eds.), Reading disorders: Varieties and treatments (pp. 121–147). New York: Academic.Google Scholar
Torgesen, J. K. (1982). The use of rationally defined subgroups in research on learning disabilities. In Das, J. P., Mulcahy, R. F., & Wall, A. F. (Eds.), Theory and research in learning disabilities (pp. 111–131). New York: Plenum.CrossRefGoogle Scholar
Torgesen, J. K. (1985). Memory processes in reading disabled children. Journal of Learning Disabilities, 18(6), 350–357.CrossRefGoogle ScholarPubMed
Torgesen, J. K., & Houck, D. G. (1980). Processing deficiencies in children who perform poorly on the digit span test. Journal of Educational Psychology, 72, 141–160.CrossRefGoogle ScholarPubMed
Torgesen, J. K., Rashotte, C. A., Greenstein, J., Houck, G., & Portes, P. (1987). Academic difficulties of learning disabled children who perform poorly on memory span tasks. In Swanson, H. L. (Ed.), Memory and learning disabilities: Advances in learning and behavioral disabilities (pp. 305–333). Greenwich, CT: JAI.Google Scholar
Treiman, R., & Baron, J. (1981). Segmental analysis ability: Development and relation to reading ability. In MacKinnon, G. E. & Waller, T. G. (Eds.), Reading research: Advances in theory and practice (Vol. 3, pp. 159–198). New York: Academic.Google Scholar
Tunmer, W. E., & Nesdale, A. R. (1985). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417–427.CrossRefGoogle Scholar
Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.Google Scholar
Waters, G., Bruck, M., & Seidenberg, M. (1985). Cognitive processes in reading and spelling. Journal of Experimental Child Psychology, 39, 511–530.CrossRefGoogle Scholar
Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. NewYork: Psychological Corporation.Google Scholar
Yoss, K. A., & Darley, F. L. (1974). Developmental apraxic of speech in children with defective articulation. Journal of Speech and Hearing Research, 117, 399–416.CrossRefGoogle Scholar