Abstract
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.
Original language | English |
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Pages (from-to) | 991–1015 |
Number of pages | 25 |
Journal | Reading and Writing |
Volume | 31 |
Issue number | 4 |
DOIs | |
Publication status | Published - Apr 2018 |
Keywords
- non-lexical reading
- grapheme-phoneme knowledge
- grapheme parsing
- phoneme blending
- case-study