Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?

Applied Psycholinguistics

Volumn 26, Issue 2, 2005, Pages 267-283

  Jiménez, Juan E ^a   García, Eduardo ^a   Ortiz, Rosario ^a   Hernández Valle, Isabel ^a   Guzmán, Remedios ^a   Rodrigo, Mercedes ^a   Estévez, Adelina ^a   Díaz, Alicia ^a   Hernández, Sergio ^a  

^a UNIVERSIDAD DE LA LAGUNA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18844457632     PISSN: 01427164     EISSN: None     Source Type: Journal    
DOI: 10.1017/s0142716405050174     Document Type: Article

References (48)

1. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Arnqvist, A. (1992). The impact of consonant clusters on preschool children's phonemic awareness: A comparison between readers and nonreaders. Scandinavian Journal of Psychology, 33, 29-35.
3. Bryant, P. (2002). It doesn't matter whether onset and rime predicts reading better than phoneme awareness does or vice versa. Journal of Experimental Child Psychology, 82, 41-46.
4. Carrillo, M. S. (1994). Development of phonological awareness and reading acquisition. A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6, 279-298.
5. Cattell, R. B., & Cattell, A. K. S. (1989). Test de Factor "g," Escala 1 and 2 (A. Cordero, M. V. de la Cruz, & N. Seisdedos, Trans.). Madrid: T.E.A. Ediciones. (Original work published 1950)
6. Chafouleas, S., VanAuken, T., & Dunham, K. (2001). Not all phonemes are created equal: The effects of linguistic manipulations on phonological awareness tests. Journal of Psychoeducational Assessment, 19, 216-226.
7. Cuetos, F., Rodríguez, B., & Ruano, E. (1996). Batería de evaluación de los procesos lectures de los niños de educación primaria (PROLEC). [Assessment test of reading skills for children]. Madrid: T.E.A. Ediciones.
8. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
9. de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography, Journal of Educational Psychology, 95, 22-40.
10. de Vega, M., Carreiras, M., Gutiérrez, M., & Alonso-Quecuty, M. L. (1990). Lectura y comprensión. Una perspectiva cognitiva [Reading and comprehension. A cognitive approach]. Madrid: Alianza Editorial.
11. Escribano, J. L. (1991). Programa UNICEN [UNICEN software]. Santa Cruz de Tenerife, Spain: Author.
12. Goswami. U. (2002). In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown, Adams, and Stuart (2002). Journal of Experimental Child Psychology, 82, 47-57.
13. Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
14. Guzmán, R., & Jiménez, J. E. (2001). Estudio normativo sobre parámetros psicolingísticos en niños de ft a 8 años: La familiaridad subjetiva [Statistical study about psycholinguistic parameters in children from 6 to 8 years old: Word familiarity]. Cognitiva, 13, 153-191.
15. Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171-188.
16. Hulme, C., Hatcher, P., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2-28.
17. Jiménez, J. E. (1995). Evaluación de la conciencia fonológica [Test of phonemic awareness]. In J. E. Jiménez & M. R., Ortiz (Eds.), Conciencia fonológica y aprendizaje de la lectura [Phonological awareness and learning to read] (pp. 74-78). Madrid: Sïntesis.
18. Jiménez, J. E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23-40.
19. Jiménez, J. E., Alvarez, C., Estévez, A., & Hernández-Valle, I. (2000). Onset-rimes units in visual word recognition in Spanish normal readers and reading disabled children. Learning Disabilities Research & Practice, 15, 135-141.
20. Jiménez. J. E., Díaz, A.,Ortiz, M. R., Rodrigo, M., García, E., Guzmán, R., Hernández-Valle, I., Estévez, A., & Hernández, S. G. (2002). SICOLE: Un sistema de evaluación de procesos cognitivos en la dislexia mediante ayuda asistida a través de ordenador [SICOLE: A system in assessing cognitive processes in dyslexia in the Spanish language] [Computer software]. Universidad La Laguna: Authors.
21. Jiménez, J. E., & Haro, C. (1995). Effects of word linguistic properties on phonological awareness in Spanish children. Journal of Educational Psychology, 87, 193-201.
22. Jiménez, J. E., & Hernández-Valle, I. (2000). Word identification and reading disorders in the Spanish language, Journal of Learning Disabilities, 32, 267-275.
23. Jiménez, J. E. & Ortiz, M. R. (1993). Phonological awareness in learning literacy. Cognitiva, 5, 153-170.
24. Jiménez. J. E., & Ortiz, M. R. (2000). Metalinguistic awareness and reading acquisition in the Spanish language. The Spanish Journal of Psychology, 3, 37-46.
25. Jiménez, J. E., & Ramírez, G. (2002). Identifying subtypes of reading disabilities in the Spanish language. The Spanish Journal of Psychology, 5, 3-19.
26. Jiménez, J. E., & Venegas, E. (2004). Defining phonological awareness and its relationship to reading skills in low literacy adults. Journal of Educational Psychology, 96, 798-810.
27. Kail, R. (1991). Developmental changes in speed of processing during childhood and adolescence. Psychological Bulletin, 109, 490-501.
28. Landerl, K. & Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied Psycholinguistics, 21, 243-262.
29. Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
30. Liberman, I., & Shankweiler, D. (1977). Speech, the alphabet and teaching to read. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (pp. 105-129). Hillsdale, NJ: Erlbaum.
31. Liberman, I., Shankweiler, D., Fischer, F., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
32. Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
33. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 2, 179-192.
34. McMillan, B. M. (2002). Rhyme and reading: A critical review of the research methodology. Journal of Research in Reading, 25, 4-42.
35. Morals, J. (1991). Phonological awareness: A bridge between language and literacy. In D. J. Sawyer & B. J. Fox (Eds.), Phonological awareness in reading. The evolution of current perspectives (pp. 31-71). New York: Springer-Verlag.
36. Olson, R. K. (1994). Language deficits in specific reading disability. In M. A. Gemsbacher (Ed.), Handbook of psycholinguistics (pp. 895-916). New York: Academic Press.
37. Rack, J. P., Snowling, M. J., & Olson, R. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
38. Schreuder, R., & van Bon, W. (1989). Phonemic analysis: Effects of word properties. Journal of Research in Reading, 12, 59-78.
39. Siegel, L., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
40. Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
41. Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. In D. J. Sawyer & B. J. Fox (Eds.), Phonological awareness in reading. The evolution of current perspectives (pp. 159-189). New York: Springer-Verlag.
42. Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In P. B. Gough, L. C. Ehri, & R. Treiman, Reading acquisition (pp. 65-106). Hillsdale, NJ: Erlbaum.
43. Treiman, R., & Weatherston, S. (1992). Effects of linguistic structure on children's ability to isolate initial consonants. Journal of Educational Psychology, 84, 174-181.
44. Treiman, R., & Zukowsky, A. (1991). Levels of phonological awareness. In S. A. Brady & D. Shankweiler (Eds.), Phonological processes in literacy. A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, NJ: Erlbaum.
45. Tunmer, W. E., & Herriman, M. (1984). The development of metalinguistic awareness: A conceptual overview. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalinguistic awareness in children (pp. 12-35). Berlin: Springer-Verlag.
46. Tunmer, W. E., & Rohl, M. (1991). Phonological awareness and reading acquisition. In D. J. Sawyer & B. J. Fox (Eds.), Phonological awareness in reading. The evolution of current perspectives (pp. 1-30). New York: Springer-Verlag.
47. Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668-680.
48. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.