ERIC Number: ED259318
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Consonant Errors of Severely Disabled Readers.
Werker, Janet F.; And Others
Two studies were conducted to determine whether the consonant errors displayed by readers with severe reading disabilities are the result of phonetic rather than visual substitutions. In the first study, the reading and spelling performance of three groups of readers with average IQs but with reading levels two years below grade level, was compared with that of matched controls, using a list of 96 one-syllable nonsense words. Subjects in all groups made more phonetic than visual substitutions, showing that even among those with severe reading disabilities linguistic confusions account for reading problems. Also, subjects from all three test groups, but not from the control groups, made as many or more consonant additions than they did phonetic substitutions in both the reading and spelling tasks. A qualitative, post-hoc analysis of the errors suggested that these additions may have resulted from the test subjects attributing phonemic status to the intermediate articulations approximated when sounding out a nonsense word (such as, ope to olpe). It was thought that subjects might rely on such an articulatory strategy if they had an inaccessible or poorly developed phonological system. The second study was designed to test this articulatory strategy explanation. A list of 262 one-syllable nonsense words was developed to test specific predictions emerging from the study. Results from the second study replicated those of the first, and were consistent with predictions. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the Society for Research in Child Development (Toronto, Ontario, Canada, April 25-28, 1985).