Deficits in output phonology: an explanation of reading failure?

Charles Hulme · Margaret J. Snowling

165 citations0/0 files storedCognitive Neuropsychology

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Reading and Literacy Development Language Development and Disorders Neurobiology of Language and Bilingualism

Abstract

This paper presents a follow-up study of JM, a developmental dyslexic first described by Snowling, Stackhouse, and Rack (1986b). Tests of phonological processing revealed that JM's deficit was primarily located at the level of output phonology (speech production). Further studies explored the mechanisms by which JM has managed to learn to read in the face of these deficits. Tests of nonword reading supported the view that JM has learnt to read by gradually expanding his sight vocabulary, supported by his intact visual and semantic processing skills.

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References

1989A distributed, developmental model of word recognition and naming.1983Categorizing sounds and learning to read—a causal connection 2017Beneath the Surface of Developmental Dyslexia 1991Phonological skills and learning to read 2022Access to the Internal Lexicon 1981Cognitive processes in spelling 1989Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study 1978Difficulties in auditory organisation as a possible cause of reading backwardness

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2004Reading Comprehension Difficulties 1999Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study 2001The Relationship between Paired Associate Learning and Phonological Skills in Normally Developing Readers 2012The dyslexia debate 2006Reading Comprehension Is Not Always the Product of Nonsense Word Decoding and Linguistic Comprehension: Evidence From Teenagers Who Are Extremely Poor Readers

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