Add Students With and Without Dyslexia Differ in Sensitivity to Rhyme and Alliteration

Peggy T. Ackerman · Roscoe A. Dykman · Michelle Y. Gardner

42 citations0/0 files storedJournal of Learning Disabilities

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses.

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References

1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection 1979Does awareness of speech as a sequence of phones arise spontaneously?1982Development of a structured psychiatric interview for children: Agreement between child and parent on individual symptoms 1978Difficulties in auditory organisation as a possible cause of reading backwardness 1975Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years.1985Phonology and the Problems of Learning to Read and Write 1986Psychological and EducaTional Perspectives on Learning Disabilities

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