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Journal articles on the topic 'Phonological processing'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Madden, Elizabeth, Reva Robinson, and Diane Kendall. "Phonological Treatment Approaches for Spoken Word Production in Aphasia." Seminars in Speech and Language 38, no. 01 (February 2017): 062–74. http://dx.doi.org/10.1055/s-0036-1597258.

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This article provides an overview of phonological treatment approaches for anomia in individuals with aphasia. The role of phonology in language processing, as well as the impact of phonological impairment on communication is initially discussed. Then, traditional phonologically based treatment approaches, including phonological, orthographic, indirect, guided, and mixed cueing methods, are described. Collectively, these cueing treatment approaches aim to facilitate word retrieval by stimulating residual phonological abilities. An alternative treatment approach, phonomotor treatment, is also examined. Phonomotor treatment aims to rebuild sublexical, phonological sequence knowledge and phonological awareness as a means to strengthen lexical processing and whole-word naming. This treatment is supported by a parallel-distributed processing model of phonology and therefore promotes multimodal training of individual phonemes and phoneme sequences in an effort to enhance the neural connectivity supporting underlying phonological processing mechanisms. The article concludes with suggestions for clinical application and implementation.

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2

Barker, R. Michael, Rose A. Sevcik, Robin D. Morris, and MaryAnn Romski. "A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 118, no. 5 (September 1, 2013): 365–80. http://dx.doi.org/10.1352/1944-7558-118.5.365.

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Abstract Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing consisted of two distinct but correlated latent abilities: phonological awareness and naming speed. Phonological awareness had strong relationships with expressive and receptive language and reading skills. Naming speed had moderate relationships with these variables. Results suggest that children with ID bring the same skills to the task of learning to read as children with typical development, highlighting the fact that phonologically based reading instruction should be considered a viable approach.

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3

Brenden, R. "Phonological processing in adults." Archives of Clinical Neuropsychology 13, no. 1 (February 1998): 75. http://dx.doi.org/10.1016/s0887-6177(98)90497-8.

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Brenden, R. A., R. Morris, M. Morris, and D. Jacobs. "Phonological processing in adults." Archives of Clinical Neuropsychology 13, no. 1 (February 1, 1998): 75. http://dx.doi.org/10.1093/arclin/13.1.75.

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5

Greaney, John, and Rea Reason. "Phonological processing in Braille." Dyslexia 5, no. 4 (December 1999): 215–26. http://dx.doi.org/10.1002/(sici)1099-0909(199912)5:4<215::aid-dys145>3.0.co;2-g.

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6

Filipovic-Djurdjevic, Dusica, Petar Milin, and Laurie Feldman. "Bi-alphabetism: A window on phonological processing." Psihologija 46, no. 4 (2013): 421–38. http://dx.doi.org/10.2298/psi1304421f.

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In Serbian, lexical decision latencies to words composed of letters that exist in both the Roman and Cyrillic alphabets (some of which have different phonemic interpretations in each) are slower than for the unique alphabet transcription of those same words. In this study, we use the effect of phonological ambiguity to explore the time course of semantic facilitation. Targets are either the phonologically ambiguous forms (e.g., PETAK meaning ?Friday? when pronounced as a Roman string /petak/ but without meaning when pronounced in Cyrillic as /retak/) or the unique alphabet transcription of the same word (?ETAK). We manipulate alphabet match and semantic relatedness of prime to target. In addition to replicating slowing due to phonological ambiguity, we show 1) greater alphabet switch cost for bivalent then for unambiguous targets as well as for unrelated then for related prime-target pairs and 2) greater semantic facilitation as the number of shared common letters between prime and target increases. Results reveal the interaction of phonological and semantic processes in Serbian. The findings are discussed in terms of a triangle model of language processing, which hypothesizes a division of labor between an orthography-to-semantics, and an orthographyto-phonology-to-semantics route and their simultaneous contribution to activation of meaning.

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7

Kawamura, Satoru. "Effect of phonological processing on temporal processing." Japanese Psychological Research 42, no. 3 (September 2000): 178–82. http://dx.doi.org/10.1111/1468-5884.00143.

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8

Henry, Maya L., Stephen M. Wilson, Miranda C. Babiak, Maria Luisa Mandelli, Pelagie M. Beeson, Zachary A. Miller, and Maria Luisa Gorno-Tempini. "Phonological Processing in Primary Progressive Aphasia." Journal of Cognitive Neuroscience 28, no. 2 (February 2016): 210–22. http://dx.doi.org/10.1162/jocn_a_00901.

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Individuals with primary progressive aphasia (PPA) show selective breakdown in regions within the proposed dorsal (articulatory–phonological) and ventral (lexical–semantic) pathways involved in language processing. Phonological STM impairment, which has been attributed to selective damage to dorsal pathway structures, is considered to be a distinctive feature of the logopenic variant of PPA. By contrast, phonological abilities are considered to be relatively spared in the semantic variant and are largely unexplored in the nonfluent/agrammatic variant. Comprehensive assessment of phonological ability in the three variants of PPA has not been undertaken. We investigated phonological processing skills in a group of participants with PPA as well as healthy controls, with the goal of identifying whether patterns of performance support the dorsal versus ventral functional–anatomical framework and to discern whether phonological ability differs among PPA subtypes. We also explored the neural bases of phonological performance using voxel-based morphometry. Phonological performance was impaired in patients with damage to dorsal pathway structures (nonfluent/agrammatic and logopenic variants), with logopenic participants demonstrating particular difficulty on tasks involving nonwords. Binary logistic regression revealed that select phonological tasks predicted diagnostic group membership in the less fluent variants of PPA with a high degree of accuracy, particularly in conjunction with a motor speech measure. Brain–behavior correlations indicated a significant association between the integrity of gray matter in frontal and temporoparietal regions of the left hemisphere and phonological skill. Findings confirm the critical role of dorsal stream structures in phonological processing and demonstrate unique patterns of impaired phonological processing in logopenic and nonfluent/agrammatic variants of PPA.

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9

Scharinger, Mathias, Henning Reetz, and Aditi Lahiri. "Levels of regularity in inflected word form processing." Mental Lexicon 4, no. 1 (April 24, 2009): 77–114. http://dx.doi.org/10.1075/ml.4.1.04sch.

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How do speakers process phonological opacities resulting from stem allomorphy in regularly inflected word forms? We advocate a model which holds that these stem allomorphs are derived from a single, abstract lexical representation and do not require multiple access routes. Consequently, phonologically transparent and opaque forms are accessed alike. We tested our claims with four priming experiments (cross-modal and intra-modal), using German strong (irregular), weak (regular), and mixed verbs as a test case. Our hypothesis is that in spite of stem vowel alternations, strong verbs have single underspecified stems, while mixed verbs have two competing representations, reflecting both strong and weak inflectional properties. We conclude that phonological representations rather than morphological verb classes govern stem access.

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10

Watkins, K. "Phonological processing: say that again?" Trends in Cognitive Sciences 2, no. 8 (August 1998): 274. http://dx.doi.org/10.1016/s1364-6613(98)01214-5.

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11

Kager, René, and Keren Shatzman. "Phonological constraints in speech processing." Linguistics in the Netherlands 24 (October 26, 2007): 99–111. http://dx.doi.org/10.1075/avt.24.11kag.

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12

Elorriaga-Santiago, Sergio, Juan Silva-Pereyra, Mario Rodríguez-Camacho, and Humberto Carrasco-Vargas. "Phonological processing in Parkinson’s disease." NeuroReport 24, no. 15 (October 2013): 852–55. http://dx.doi.org/10.1097/wnr.0000000000000005.

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13

Passenger, Terri, Morag Stuart, and Colin Terrell. "Phonological processing and early literacy." Journal of Research in Reading 23, no. 1 (February 2000): 55–66. http://dx.doi.org/10.1111/1467-9817.00102.

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14

Tanenhaus, Michael K., and Mary Hare. "Phonological typicality and sentence processing." Trends in Cognitive Sciences 11, no. 3 (March 2007): 93–95. http://dx.doi.org/10.1016/j.tics.2006.11.010.

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15

Bolduc, Jonathan, and Isabelle Montésinos-Gelet. "Pitch Processing and Phonological Awareness." Psychomusicology: A Journal of Research in Music Cognition 19, no. 1 (2005): 3–14. http://dx.doi.org/10.1037/h0094043.

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16

Wagner, Richard K. "Phonological Processing Abilities and Reading." Journal of Learning Disabilities 19, no. 10 (December 1986): 623–29. http://dx.doi.org/10.1177/002221948601901009.

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17

Leafstedt, Jill M., and Michael M. Gerber. "Crossover of Phonological Processing Skills." Remedial and Special Education 26, no. 4 (July 2005): 226–35. http://dx.doi.org/10.1177/07419325050260040501.

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18

Mitchell, Jami-Jon. "Comprehensive Test of Phonological Processing." Assessment for Effective Intervention 26, no. 3 (April 2001): 57–63. http://dx.doi.org/10.1177/073724770102600305.

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19

Snowling, Margaret J. "Phonological processing and developmental dyslexia." Journal of Research in Reading 18, no. 2 (September 1995): 132–38. http://dx.doi.org/10.1111/j.1467-9817.1995.tb00079.x.

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20

Lukatela, G., Claudia Carello, M. Savić, and M. T. Turvey. "Hemispheric asymmetries in phonological processing." Neuropsychologia 24, no. 3 (January 1986): 341–50. http://dx.doi.org/10.1016/0028-3932(86)90019-9.

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21

Montry, Kathleen M., Molly Simmonite, Vaughn R. Steele, Michael A. Brook, Kent A. Kiehl, and David S. Kosson. "Phonological processing in psychopathic offenders." International Journal of Psychophysiology 168 (October 2021): 43–51. http://dx.doi.org/10.1016/j.ijpsycho.2021.07.627.

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22

Feng, Chen, Markus F. Damian, and Qingqing Qu. "Parallel Processing of Semantics and Phonology in Spoken Production: Evidence from Blocked Cyclic Picture Naming and EEG." Journal of Cognitive Neuroscience 33, no. 4 (April 2021): 725–38. http://dx.doi.org/10.1162/jocn_a_01675.

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Spoken language production involves lexical-semantic access and phonological encoding. A theoretically important question concerns the relative time course of these two cognitive processes. The predominant view has been that semantic and phonological codes are accessed in successive stages. However, recent evidence seems difficult to reconcile with a sequential view but rather suggests that both types of codes are accessed in parallel. Here, we used ERPs combined with the “blocked cyclic naming paradigm” in which items overlapped either semantically or phonologically. Behaviorally, both semantic and phonological overlap caused interference relative to unrelated baseline conditions. Crucially, ERP data demonstrated that the semantic and phonological effects emerged at a similar latency (∼180 msec after picture onset) and within a similar time window (180–380 msec). These findings suggest that access to phonological information takes place at a relatively early stage during spoken planning, largely in parallel with semantic processing.

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23

Kornilov, Sergey A., James S. Magnuson, Natalia Rakhlin, Nicole Landi, and Elena L. Grigorenko. "Lexical processing deficits in children with developmental language disorder: An event-related potentials study." Development and Psychopathology 27, no. 2 (May 2015): 459–76. http://dx.doi.org/10.1017/s0954579415000097.

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AbstractLexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n= 23) and their typically developing peers (n= 16) using a picture–word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli.

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24

Nittrouer, Susan. "Do Temporal Processing Deficits Cause Phonological Processing Problems?" Journal of Speech, Language, and Hearing Research 42, no. 4 (August 1999): 925–42. http://dx.doi.org/10.1044/jslhr.4204.925.

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25

Riccio, Cynthia A., Alfred Amado, Sandra Jiménez, Jan E. Hasbrouck, Brian Imhoff, and Carolyn Denton. "Cross-Linguistic Transfer of Phonological Processing: Development of a Measure of Phonological Processing in Spanish." Bilingual Research Journal 25, no. 4 (December 2001): 583–603. http://dx.doi.org/10.1080/15235882.2001.11074468.

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26

Mendes, Gabriela Guarnieri, and Sylvia Domingos Barrera. "Phonological Processing and Reading and Writing Skills in Literacy." Paidéia (Ribeirão Preto) 27, no. 68 (December 2017): 298–305. http://dx.doi.org/10.1590/1982-43272768201707.

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Abstract: Studies suggest the influence of phonological processing on literacy, although there is controversy about the cognitive skills underlying this construct. This study investigated the contribution of phonological awareness, phonological memory, rapid naming and visual processing in reading and writing performance of a sample of 50 students of the 3rd grade of an Elementary Public School. The results indicated that phonological awareness and phonological memory are the skills that contributed most to the initial performance in reading and writing. In respect of rapid naming, only the letters naming showed significant correlation with reading and writing and there was no correlation between visual processing and reading or writing. The exploratory factor analysis suggested the grouping of variables in three factors, the first formed by the phonological memory and phonological awareness, the second formed by the rapid naming and the third by the visual processing.

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27

Wasowicz, Janet M. "Phonological awareness, phonological processing, and reading skill training system and method." Journal of the Acoustical Society of America 115, no. 4 (2004): 1400. http://dx.doi.org/10.1121/1.1738263.

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28

Wasowicz, Janet M. "Phonological awareness, phonological processing, and reading skill training system and method." Journal of the Acoustical Society of America 114, no. 1 (2003): 30. http://dx.doi.org/10.1121/1.1601084.

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29

Berg, Thomas. "Phonological harmony as a processing problem." Journal of Child Language 19, no. 2 (June 1992): 225–57. http://dx.doi.org/10.1017/s0305000900011405.

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ABSTRACTThis investigation focuses upon an outstanding aspect of child phonology – that of consonant harmony, relabelled ‘phonological harmony’ – and inquires whether representational or processing deficits are responsible for its occurrence. A detailed analysis of the oral output of one German-speaking girl (2;7.15–2;11) supports the contention that the Imperfect Processing Model fares much better in accounting for her harmony strategy than the Incomplete Representation Model. It is established that bilabial harmony is the only type of assimilation she has recourse to, and that this process is mainly used to cope with difficult sounds, although it also implicates consonants which do not pose a production problem. The difficult sounds are arguably not absent from the child's system because they can be uttered in some positions though not in others. The harmonizing tendency is interpreted within the interactive activation model of language production and is claimed to emanate from two particularities of her processing system. She has represented even the difficult elements as network nodes, but some connections between the segment and the feature level are ill developed. As a result, activation cannot spread smoothly between these levels and the relevant units cannot be made available for production. In addition, an excessive linkage strength has been built up among the node [bilabial] and all its associates at the segment level. This puts bilabial consonants into a state of hyperactivation and allows them even to intrude upon those segments which have been perfectly mastered. It is finally shown why these two mechanisms are very unlikely to become permanent features of the child's processing system.

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30

KOSMIDIS, MARY H., KYRANA TSAPKINI, VASILIKI FOLIA, CHRISTINA H. VLAHOU, and GRIGORIS KIOSSEOGLOU. "Semantic and phonological processing in illiteracy." Journal of the International Neuropsychological Society 10, no. 6 (October 2004): 818–27. http://dx.doi.org/10.1017/s1355617704106036.

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Researchers of cognitive processing in illiteracy have proposed that the acquisition of literacy modifies the functional organization of the brain. They have suggested that, while illiterate individuals have access only to innate semantic processing skills, those who have learned the correspondence between graphemes and phonemes have several mechanisms available to them through which to process oral language. We conducted 2 experiments to verify that suggestion with respect to language processing, and to elucidate further the differences between literate and illiterate individuals in the cognitive strategies used to process oral language, as well as hemispheric specialization for these processes. Our findings suggest that semantic processing strategies are qualitatively the same in literates and illiterates, despite the fact that overall performance is augmented by increased education. In contrast, explicit processing of oral information based on phonological characteristics appears to be qualitatively different between literates and illiterates: effective strategies in the processing of phonological information depend upon having had a formal education, regardless of the level of education. We also confirmed the differential abilities needed for the processing of semantic and phonological information and related them to hemisphere-specific processing. (JINS, 2004,10, 818–827.)

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31

Dan-ling, Pang, and Yang Hui. "The phonological processing of Chinese phonograms." Asia Pacific Journal of Speech, Language and Hearing 2, no. 3 (January 1997): 177–94. http://dx.doi.org/10.1179/136132897805577323.

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32

Bitan, T., A. Lifshits, Z. Breznitz, and J. R. Booth. "Inter-hemispheric connectivity during phonological processing." NeuroImage 47 (July 2009): S165. http://dx.doi.org/10.1016/s1053-8119(09)71756-2.

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33

Bruno, Rachelle M., and Stephen C. Walker. "Comprehensive Test of Phonological Processing (CTOPP)." Diagnostique 24, no. 1-4 (March 1999): 69–82. http://dx.doi.org/10.1177/153450849902401-408.

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34

Foorman, Barbara R., and Dov Liberman. "Visual and Phonological Processing of Words." Journal of Learning Disabilities 22, no. 6 (June 1989): 349–55. http://dx.doi.org/10.1177/002221948902200605.

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35

Warren, Paul, Francis Nolan, Esther Grabe, and Tara Holst. "Post-lexical and prosodic phonological processing." Language and Cognitive Processes 10, no. 3-4 (August 1995): 411–17. http://dx.doi.org/10.1080/01690969508407109.

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36

Bartels-Tobin, L. R., and J. J. Hinckley. "Right hemisphere contributions to phonological processing." Brain and Language 95, no. 1 (October 2005): 219–20. http://dx.doi.org/10.1016/j.bandl.2005.07.113.

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37

Watson, Betty U., and Theodore K. Miller. "Auditory Perception, Phonological Processing, and Reading Ability/Disability." Journal of Speech, Language, and Hearing Research 36, no. 4 (August 1993): 850–63. http://dx.doi.org/10.1044/jshr.3604.850.

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Auditory perception has been proposed as one source of individual variation in the phonological abilities that play a critical role in skilled reading as well as in reading disabilities. A structural equation approach (LISREL, Jöreskog & Sörbom, 1990) was used to analyze relationships among auditory perception, phonological processing, and reading in a sample of 94 college undergraduates, 24 of whom met specific criteria for a reading disability. In the mathematical model that proved to be the best fit to the data, speech perception was strongly related to three of four phonological variables including short- and long-term auditory memory and phoneme segmentation. These phonological variables in turn were strongly related to reading. Nonverbal temporal processing was not significantly related to any of the phonological variables in the structural equations. It was concluded that speech perception, which was measured with speech repetition, syllable sequence discrimination, and degraded speech tasks, may contribute significantly to individual differences in the phonological abilities necessary for skilled reading.

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38

Dollaghan, Christine A. "Children's phonological neighbourhoods: half empty or half full?" Journal of Child Language 21, no. 2 (June 1994): 257–71. http://dx.doi.org/10.1017/s0305000900009260.

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ABSTRACTCharles-Luce & Luce (1990) found smaller phonological similarity neighbourhoods in five- and seven-year-old children's expressive lexicons than in an adult receptive lexicon, a finding they interpreted as evidence that children need not employ fine-grained auditory perceptual analyses in lexical processing. In the present investigation, neighbourhood sizes were calculated for an expressive lexicon derived from two vocabulary lists representative of children aged 1;0 to 3;0 (Rescorla, 1989; Reznick & Goldsmith, 1989). Over 80% of the words in these early lexicons had at least one phonological neighbour; nearly 20% had six or more phonological neighbours. Very young children must have access to reasonably detailed phonological information in order to create and distinguish among such phonologically similar lexical entries.

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39

Martin, Randi C. "Components of Short-Term Memory and Their Relation to Language Processing." Current Directions in Psychological Science 14, no. 4 (August 2005): 204–8. http://dx.doi.org/10.1111/j.0963-7214.2005.00365.x.

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Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.

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40

Vandervelden, Margaretha C., and Linda S. Siegel. "Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach." Learning Disability Quarterly 20, no. 2 (May 1997): 63–81. http://dx.doi.org/10.2307/1511215.

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This study evaluated an intervention to enhance early phonological processing skills and reading. Early phonological processing skills are strongly related to progress in early literacy and phonological processing deficits are found related to specific reading disability. Thirty children aged 5.1–6.0 (15 in each of two schools) were assigned to an experimental or control group and compared before and after a 12-week intervention on measures of phonological processing skills and reading. There were no pretreatment differences between groups. The experimental intervention was based on findings of (a) early developmental phases in phonological recoding, (b) reciprocal development between phoneme awareness and phonological recoding, and (c) reciprocal development between phonological processing skills and early reading. The instruction was designed to facilitate the gradually expanding use of letter-phoneme relationships in early reading and spelling. The results indicated that, at posttest, the experimental group performed significantly better than the control group on the measures of phonological processing skills and in reading. Intervention that includes teaching the sounds of letters and phoneme awareness as part of using letter-phoneme relationships in recognizing printed words, in spelling, and in reading (pronouncing words) appears to be effective for enhancing early reading and may possibly reduce the probability of subsequent reading disability.

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41

Robson, Holly, Timothy D. Griffiths, Manon Grube, and Anna M. Woollams. "Auditory, Phonological, and Semantic Factors in the Recovery From Wernicke’s Aphasia Poststroke: Predictive Value and Implications for Rehabilitation." Neurorehabilitation and Neural Repair 33, no. 10 (August 16, 2019): 800–812. http://dx.doi.org/10.1177/1545968319868709.

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Background. Understanding the factors that influence language recovery in aphasia is important for improving prognosis and treatment. Chronic comprehension impairments in Wernicke’s aphasia (WA) are associated with impairments in auditory and phonological processing, compounded by semantic and executive difficulties. This study investigated whether the recovery of auditory, phonological, semantic, or executive factors underpins the recovery from WA comprehension impairments by charting changes in the neuropsychological profile from the subacute to the chronic phase. Method. This study used a prospective, longitudinal observational design. Twelve WA participants with superior temporal lobe lesions were recruited 2 months post–stroke onset (2 MPO). Language comprehension was measured alongside a neuropsychological profile of auditory, phonological, and semantic processing and phonological short-term memory and nonverbal reasoning at 3 poststroke time points: 2.5, 5, and 9 MPO. Results. Language comprehension displayed a strong and consistent recovery between 2.5 and 9 MPO. Improvements were also seen for slow auditory temporal processing, phonological short-term memory, and semantic processing but not for rapid auditory temporal, spectrotemporal, and phonological processing. Despite their lack of improvement, rapid auditory temporal processing at 2.5 MPO and phonological processing at 5 MPO predicated comprehension outcomes at 9 MPO. Conclusions. These results indicate that recovery of language comprehension in WA can be predicted from fixed auditory processing in the subacute stage. This suggests that speech comprehension recovery in WA results from reorganization of the remaining language comprehension network to enable the residual speech signal to be processed more efficiently, rather than partial recovery of underlying auditory, phonological, or semantic processing abilities.

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42

PREDA, Oana, and Vasile Radu PREDA. "The causality relation between phonological awareness, phonological processing and reading-writing learning." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 3, no. 1 (March 15, 2017): 98–110. http://dx.doi.org/10.26744/rrttlc.2017.3.1.11.

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43

Bowey, Judith A. "Recent developments in language acquisition and reading research:The phonological basis of children’s reading difficulties." Australian Educational and Developmental Psychologist 17, no. 1 (2000): 5–31. http://dx.doi.org/10.1017/s0816512200028017.

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AbstractThis review examines the convergence of recent developments in the fields of language and literacy development and, in particular, developments relating phonological development to both language and reading development. It begins by examining the issue of how children represent spoken words. In particular, it presents recent work arguing that, throughout early and even middle childhood, children’s representations of spoken words are reorganised as sequences of phonemes. The second section examines poor readers’ phonologicol recoding difficulties and, in particular, the contribution of phonological awareness to early reading success. This section includes an overview of phonologicol awareness training studies in “at-risk” preschool and kindergarten children. The final section examines phonologicol processing difficulties as a common underlying cause of reading dificulties.This section provides a theoretical context for practitioners to understand diverse findings relating performance on a wide range of tasks to children’s reading achievement.

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44

Waters, Gloria S., David Caplan, and Carol Leonard. "The Role of Phonology in Reading Comprehension: Implications of the Effects of Homophones on Processing Sentences with Referentially Dependent Categories." Quarterly Journal of Experimental Psychology Section A 44, no. 2 (February 1992): 343–72. http://dx.doi.org/10.1080/02724989243000064.

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Two experiments investigated whether phonological representations are activated in the processing of anaphors in reading, and if they are, whether they play a role in the initial (first-pass) processing of the sentence or in review (second-pass) processes. Subjects made sentence acceptability judgements for sentences that contained either verb-gaps or indefinite and personal pronouns (overt anaphors). All sentences contained homophones. Half of the semantically unacceptable sentences were phonologically plausible if the homophones were inserted in the gap (e.g. The children sleighed in the winter, and the murderer in cold blood) or used as the referent of the pronoun (e.g. There is a sale on at the store and I have one at the boat). The other half of the semantically unacceptable sentences were phonologically implausible. In both experiments, half of the subjects saw the sentences under normal viewing conditions (whole sentence condition); for the other half of the subjects the words of each sentence were presented sequentially in the centre of the video screen at the rate of 250 msec/word (RSVP condition). A large proportion of the phonologically implausible sentences in the first experiment contained phrases in the second clause which resulted in semantic “oddities” (e.g. The children sleighed in the winter, and the murderer in the jar); the sentences in Experiment 2 did not contain such oddities. In Experiment 1 subjects made more errors on the phonologically plausible than implausible unacceptable sentences with both verb-gaps and pronouns in the whole sentence but not in the RSVP condition. There was no effect of phonological plausibility in Experiment 2. As the effect of phonological plausibility was only seen in the whole sentence condition, and only when the sentences contained semantic oddities, these data suggest that phonological information was not used in the first-pass analysis of the sentence, but rather when the subject re-read the sentence to find the referent.

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Wang, Xiaochen, George K. Georgiou, J. P. Das, and Qing Li. "Cognitive Processing Skills and Developmental Dyslexia in Chinese." Journal of Learning Disabilities 45, no. 6 (April 13, 2011): 526–37. http://dx.doi.org/10.1177/0022219411402693.

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The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed.

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POULSEN, MADS. "Do dyslexics have auditory input processing difficulties?" Applied Psycholinguistics 32, no. 2 (March 25, 2011): 245–61. http://dx.doi.org/10.1017/s0142716410000391.

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ABSTRACTWord production difficulties are well documented in dyslexia, whereas the results are mixed for receptive phonological processing. This asymmetry raises the possibility that the core phonological deficit of dyslexia is restricted to output processing stages. The present study investigated whether a group of dyslexics had word level receptive difficulties using an auditory lexical decision task with long words and nonsense words. The dyslexics were slower and less accurate than chronological age controls in an auditory lexical decision task, with disproportionate low performance on nonsense words. The finding suggests that input processing difficulties are associated with the phonological deficit, but that these difficulties may be stronger above the level of phoneme perception.

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Yu, Alan C. L., and Georgia Zellou. "Individual Differences in Language Processing: Phonology." Annual Review of Linguistics 5, no. 1 (January 14, 2019): 131–50. http://dx.doi.org/10.1146/annurev-linguistics-011516-033815.

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Individual variation is ubiquitous and empirically observable in most phonological behaviors, yet relatively few studies aim to capture the heterogeneity of language processing among individuals, as opposed to those focusing primarily on group-level patterns. The study of individual differences can shed light on the nature of the cognitive representations and mechanisms involved in phonological processing. To guide our review of individual variation in the processing of phonological information, we consider studies that can illuminate broader issues in the field, such as the nature of linguistic representations and processes. We also consider how the study of individual differences can provide insight into long-standing issues in linguistic variation and change. Since linguistic communities are made up of individuals, the questions raised by examining individual differences in linguistic processing are relevant to those who study all aspects of language.

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Dodd, Barbara, and Barbara Basset. "Developmental Phonological Disorders: Processing of Spoken Language." Australia and New Zealand Journal of Developmental Disabilities 13, no. 2 (January 1987): 107–13. http://dx.doi.org/10.3109/13668258709023352.

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Wagner, Richard, Mike Balthazor, Sally Hurley, Sharon Morgan, Carol Rashotte, Rebecca Shaner, Karen Simmons, and Scott Stage. "The nature of prereaders' phonological processing abilities." Cognitive Development 2, no. 4 (October 1987): 355–73. http://dx.doi.org/10.1016/s0885-2014(87)80013-8.

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Claessen, Mary, Suze Leitão, Robert Kane, and Cori Williams. "Phonological processing skills in specific language impairment." International Journal of Speech-Language Pathology 15, no. 5 (January 17, 2013): 471–83. http://dx.doi.org/10.3109/17549507.2012.753110.

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