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ERIC Number: EJ1171532
Record Type: Journal
Publication Date: 2018-Apr
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0922-4777
An Investigation of Grapheme Parsing and Grapheme-Phoneme Knowledge in Two Children with Dyslexia
Larsen, Linda; Kohnen, Saskia; McArthur, Genevieve; Nickels, Lyndsey
Reading and Writing: An Interdisciplinary Journal, v31 n4 p991-1015 Apr 2018
The aim of this study was to understand the relationship between children's knowledge of letter-sound rules ("grapheme-phoneme knowledge") and their ability to identify separate graphemes (e.g., SH, OI) that comprise words ("grapheme parsing"). We used a single-case study approach with children with phonological dyslexia who were able to read words accurately via whole-word processes ("lexical reading"), but were not able to read using grapheme-phoneme knowledge ("non-lexical reading"). These children were able to correctly parse some graphemes without grapheme-phoneme knowledge for these graphemes. However, they were unable to correctly parse some graphemes for which they had grapheme-phoneme knowledge. This dissociation suggests that children may acquire grapheme-phoneme knowledge and phoneme parsing independently. We discuss the implications of these findings for cognitive models of word reading.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A