The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation…

A word-learning task was used to investigate variation among developmental dyslexics classified as phonological and surface dyslexics. Dyslexic children and chronological age (CA)- and reading level (RL)-matched normal readers were taught to pronounce novel nonsense words such as "veep." Words were assigned either a regular (e.g., ''veep'') or an…

This study investigated the relationship between dyslexia and speech perception, phonology, and morphology among 7-, 8- and 9-year-olds. Findings indicated that only the developmentally language impaired showed clear speech perception deficits. Phonological dyslexics and developmentally language impaired showed inflectional morphology…

Administered phonological awareness and phoneme identification tasks to dyslexic children and chronological age (CA) and reading-level (RL) comparison groups. Found no real differences in categorical perception between dyslexic and RL groups; however, more dyslexics (7 of 25) had abnormal identification functions. Results suggest that some…

Investigates whether dyslexic children use word identification processes which are qualitatively different from those used by normal readers at the same stage of reading acquisition. Results suggest that dyslexics and normal readers use essentially the same processes to recognize words, but may differ in knowledge of correspondence rules. (RWB)

Results of two studies of elementary school and college students indicate that the processes of automaticity and speed in recognizing the meanings of familiar printed words take slightly different developmental courses. However, the most rapid changes in both measures occur prior to second grade. (PCB)

Examined short-term coding and retention processes in normal and disabled readers at two grade levels (third/fourth grade and sixth grade). Differences were found in processing the identities of letters in briefly exposed multiletter array. No developmental or reader-ability differences were observed in recalling the position of an item in the…

Developmental differences in the allocation of processing capacity were examined in 32 second and sixth graders and 32 college students. (MP)

Assessed development of word recognition and spelling in dyslexic children (ages 9-15) over a 2-year period. Found that phonological and orthographic processing are distinct but reciprocally related components. Argues that dyslexics have primary deficits in phonological processing of speech and print and secondary deficits in orthographic…