Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments

Use of phonological coding during reading and short-term memory tasks was examined in 12 participants with congenital speech impairments who had reading grade levels of 3.0 or better. Six of the participants had no intelligible speech (anarthria) and six had moderate to severe speech production impairments (dysarthria). All 12 participants were capable of judging the homophony of printed words and nonwords, indicating that accurate phonological coding of text can occur in the absence of speech. Moreover, five participants with dysarthria and two with anarthria appeared to employ phonological coding in short-term memory tasks, as indicated by a phonological similarity effect in serial order memory, and also more weakly by a word length effect in serial order memory. These data indicate that persons with severe congenital speech impairments can learn to use phonological coding during reading and short-term memory tasks; articulatory coding is therefore not a necessary part of the phonological coding process...

[1]  Ingvar Lundberg,et al.  Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children. , 1988 .

[2]  Virginia W. Berninger,et al.  Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy , 1986 .

[3]  Erland Hjelmquist,et al.  Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy , 1996 .

[4]  Giuseppe Vallar,et al.  Articulation and verbal short-term memory: Evidence from anarthria , 1987 .

[5]  Joanna P. Williams.  Teaching Decoding With an Emphasis on Phoneme Analysis and Phoneme Blending , 1980 .

[6]  A Pollatsek,et al.  Developmental dyslexia: Heterogeneity without discrete subgroups , 1994, Annals of dyslexia.

[7]  Marilyn Jager Adams,et al.  Beginning To Read: Thinking and Learning about Print. , 1991 .

[8]  M. Shepherd,et al.  Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight-Vocabulary Acquisition , 1997 .

[9]  Martine M. Smith.  Reading abilities of nonspeaking students: Two case studies , 1992 .

[10]  F. Wood,et al.  Cognitive Deficits in Reading Disability and Attention Deficit Disorder , 1989, Journal of learning disabilities.

[11]  Virginia A. Mann,et al.  Phonological awareness: The role of reading experience , 1986, Cognition.

[12]  Joseph K. Torgesen,et al.  Development of young readers' phonological processing abilities , 1993 .

[13]  R. Olson,et al.  Computer-based phonological awareness and reading instruction , 1995, Annals of dyslexia.

[14]  Linda S. Siegel,et al.  Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach , 1997 .

[15]  R. Wagner,et al.  The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .

[16]  Charles A. Perfetti,et al.  Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. , 1987 .

[17]  Linnea C. Ehri,et al.  The influence of orthography on readers' conceptualization of the phonemic structure of words , 1980, Applied Psycholinguistics.

[18]  A. Baddeley,et al.  Word length and the structure of short-term memory , 1975 .

[19]  A. Raine,et al.  Verbal short-term memory span in speech-disordered children: implications for articulatory coding in short-term memory. , 1991, Child development.

[20]  Peter Bryant,et al.  Rhyme, language, and children's reading , 1990, Applied Psycholinguistics.

[21]  D. Bishop,et al.  Accurate non-word spelling despite congenital inability to speak: phoneme-grapheme conversion does not require subvocal articulation. , 1989, British journal of psychology.

[22]  D. Share,et al.  Sources of Individual Differences in Reading Acquisition. , 1984 .

[23]  M. Rutter,et al.  Psychological Disorders in Crippled Children. A Comparative Study of Children With and Without Brain Damage , 1975, Developmental medicine and child neurology.

[24]  P. Bertelson,et al.  Does awareness of speech as a sequence of phones arise spontaneously? , 1979, Cognition.

[25]  Janice Light,et al.  Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers , 1993 .

[26]  F. Wood,et al.  Separate linguistic and attentional factors in the development of reading , 1994 .

[27]  Linnea C. Ehri,et al.  Does learning to spell help beginners learn to read words , 1987 .

[28]  P. Bryant,et al.  Nursery rhymes, phonological skills and reading , 1989, Journal of Child Language.

[29]  Hallie Kay Yopp,et al.  Developing Phonemic Awareness in Young Children. , 1992 .

[30]  S. McNaughton.  Reading acquisition of adults with severe congenital speech and physical impairments, theoretical infrastructure, empirical investigation, educational application , 1998 .

[31]  Charles Hulme,et al.  Speech Rate and the Development of Short-Term Memory Span. , 1984 .

[32]  D. Bishop.  Spelling ability in congenital dysarthria: Evidence against articulatory coding in translating between phonemes and graphemes , 1985 .

[33]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[34]  Joseph K. Torgesen,et al.  Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study. , 1994 .

[35]  Nelson Cowan,et al.  Short‐Term Memory, Working Memory, and Their Importance in Language Processing , 1996 .

[36]  Doreen M. Blischak,et al.  Phonologic awareness: Implications for individuals with little or no functional speech , 1994 .

[37]  K E Stanovich,et al.  Explaining the variance in reading ability in terms of psychological processes: What have we learned? , 1985, Annals of dyslexia.

[38]  A. W. Alexander,et al.  Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics , 1991, Annals of dyslexia.

[39]  H. Catts,et al.  Speech Production/Phonological Deficits in Reading-Disordered Children , 1986, Journal of learning disabilities.

[40]  A. Baddeley,et al.  Phonological memory deficits in language disordered children: Is there a causal connection? ☆ , 1990 .

[41]  C. A. Becker.  Semantic context effects in visual word recognition: An analysis of semantic strategies , 1980, Memory & cognition.

[42]  Janice Light,et al.  Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers , 1993 .

[43]  Patricia Lindamood,et al.  The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech: The LiPS Program. Third Edition. [Multimedia Kit]. , 1998 .

[44]  Derek Besner,et al.  Phonology, Lexical Access in Reading, and Articulatory Suppression: A Critical Review , 1987 .

[45]  D. P. Hurford,et al.  Early Identification and Remediation of Phonological-Processing Deficits in First-Grade Children at Risk for Reading Disabilities , 1994, Journal of learning disabilities.

[46]  R. Kail,et al.  Processing speed, speech rate, and memory. , 1992 .

[47]  A. Pollatsek,et al.  Automatic access of semantic information by phonological codes in visual word recognition. , 1993, Journal of experimental psychology. Learning, memory, and cognition.

[48]  R W Schvaneveldt,et al.  An activation--verification model for letter and word recognition: the word-superiority effect. , 1982, Psychological review.

[49]  Linnea C. Ehri,et al.  Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding , 1992 .

[50]  D. Routh,et al.  Phonological Awareness Tasks as Predictors of Decoding Ability , 1990, Journal of learning disabilities.

[51]  M. Turvey,et al.  Phonological access of the lexicon: evidence from associative priming with pseudohomophones. , 1991 .

[52]  D. Koppenhaver,et al.  Childhood reading and writing experiences of literate adults with severe speech and motor impairments , 1991 .

[53]  G. C. Orden,et al.  Word identification in reading proceeds from spelling to sound to meaning. , 1988, Journal of experimental psychology. Learning, memory, and cognition.

[54]  M. S. Halliday,et al.  Item Identification Time and Rehearsal Rate as Predictors of Memory Span in Children , 1989 .

[55]  B. A. Blachman,et al.  What We Have Learned From Longitudinal Studies of Phonological Processing and Reading, and Some Unanswered Questions , 1994 .

[56]  M. Turvey,et al.  Visual lexical access is initially phonological: 1. Evidence from associative priming by words, homophones, and pseudohomophones. , 1994, Journal of experimental psychology. General.

[57]  Benita A. Blachman,et al.  Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms , 1994 .

[58]  G. C. Orden.  A ROWS is a ROSE: Spelling, sound, and reading , 1987 .

[59]  M. Bruck.  Persistence of dyslexics' phonological awareness deficits. , 1992 .

[60]  Changing Relations between Phonological Processing Abilities and Word-Level Reading as Children Develop from Beginning to Skilled Readers: A 5-Year Longitudinal Study. , 1997 .

[61]  B. A. Blachman,et al.  Early Intervention for Children's Reading Problems: Clinical Applications of the Research in Phonological Awareness. , 1991 .

[62]  Virginia W. Berninger,et al.  Assessing word processing capability of the nonvocal, nonwriting , 1986 .

[63]  Bruce F. Pennington,et al.  Word identification in reading and the promise of subsymbolic psycholinguistics. , 1990, Psychological review.

[64]  C. Read,et al.  The ability to manipulate speech sounds depends on knowing alphabetic writing , 1986, Cognition.

[65]  Alan D. Baddeley,et al.  Phonological coding and short-term memory in patients without speech , 1985 .

[66]  Giuseppe Vallar,et al.  Fractionation of working memory: Neuropsychological evidence for a phonological short-term store , 1984 .

[67]  Derek Besner,et al.  Reading for Meaning: The Effects of Concurrent Articulation* , 1981 .

[68]  K. Rayner,et al.  The psychology of reading , 1989 .

[69]  A. Pollatsek,et al.  Evidence for the use of assembled phonology in accessing the meaning of printed words. , 1998, Journal of experimental psychology. Learning, memory, and cognition.

[70]  Jose Morais,et al.  The relationships between segmental analysis and alphabetic literacy: An interactive view , 1987 .

[71]  Benita A. Blachman,et al.  Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A one-year Follow-Up , 1995 .

[72]  Anthony F. Jorm,et al.  An invited article: Phonological recoding and reading acquisition , 1983, Applied Psycholinguistics.

[73]  Keith E. Stanovich,et al.  The Interactive-Compensatory Model of Reading , 1984 .

[74]  P. Bryant,et al.  Categorizing sounds and learning to read—a causal connection , 1983, Nature.

[75]  K. Stanovich.  Individual Differences in the Cognitive Processes of Reading , 1982, Journal of learning disabilities.

[76]  C. A. Becker.  Allocation of attention during visual word recognition. , 1976, Journal of experimental psychology. Human perception and performance.

[77]  Dorothy V. M. Bishop,et al.  Unimpaired Short-term Memory and Rhyme Judgement in Congenitally Speechless Individuals: Implications for the Notion of “Articulatory Coding” , 1989 .

[78]  D. Shankweiler,et al.  Explicit Syllable and Phoneme Segmentation in the Young Child , 1974 .

[79]  Brian Byrne,et al.  Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness. , 1992 .

[80]  Martine M. Smith.  Reading without Speech: A Study of Children with Cerebral Palsy , 1989 .

[81]  R. Kail,et al.  Processing time, articulation time, and memory span. , 1994, Journal of experimental child psychology.

[82]  B. Foley,et al.  The development of literacy in individuals with severe congenital speech and motor impairments , 1993 .

[83]  R. Olson,et al.  Phonological Awareness with and without Articulation: A Preliminary Study , 1997 .

[84]  Lynette Bradley,et al.  Making connections in learning to read and to spell , 1988 .

[85]  Glenn M. Kleiman,et al.  Speech recoding in reading , 1975 .

[86]  Benita A. Blachman,et al.  Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling , 1992 .

[87]  Improvement,et al.  Adult literacy in America : a first look at the results of the National Adult Literacy Survey , 1993 .

[88]  David McNaughton,et al.  Comparison of two spelling instruction techniques for adults who use augmentative and alternative communication , 1993 .