A word level behavioral routine for the remediation of distinctive feature errors was developed for resolving some current theoretical criticisms of minimal pair therapy and used with seven children (5 and 6 years old) with moderate to severe nonorganic phonological disabilities. (Author)

Summarizes a model of phonology acquisition based on child speech development. Suggests that a categorization of the kinds of phonological changes which occur during the acquisition period leads to parallels between the mechanisms of phonological change in children and adults. (PMJ)

Analyses the phenomenon of "Finglish," or the result of the embedding of English words in simplified Finnish grammar. The data are related to phonological theory. (AM)

Describes a two-year study of 76 prereading children, examining relationships between phonological awareness, verbal working memory, and the development of reading and spelling. Indicates that phonological awareness predicted later reading and spelling even when simple and backwards repetition were controlled. Suggests that verbal working memory…

Examines whether kindergartners who were taught to segment words into phonemes either by monitoring articulatory gestures or by manipulating blocks would benefit in their ability to read and spell. Suggests that awareness of articulatory gestures facilitates the activation of graphophonemic connections that helps children identify written words…

Gives children (ages 5+ to 9+) four tests of phonological skill to investigate relationships between these measures and their predictive relationship with reading and spelling ability. Finds performance at phonemic segmentation, rhyme sound categorization, and alliteration sound categorization improved with age, but all groups performed onset-rime…

Compares a range of reading-related abilities in two groups of college freshmen with higher and lower reading comprehension abilities. Indicates that abilities that appear to relate to reading comprehension include recognition of the order of phonemes in spoken syllables, recognition of words that are good semantic and syntactic fits for sentence…

Reviews spelling instruction materials. Describes phonemic, whole-word, and morphemic approaches to spelling instruction. Discusses the importance of Direct Instruction components such as sequenced lessons, cumulative review, distributed practice, and systematic error correction. Compares two spelling curricula, "Spelling Mastery" and…

Reports results from one- and two-year follow-up tests for children with reading problems who had previously received 25 hours of training in one of two computer-based remediation programs. Finds children initially trained in phonological skills made greater gains in phonological awareness, phonological decoding, and untimed word recognition at…

Reiterates hypothesis that there are two routes from onset and rime awareness to reading: one indirect and one direct. Asserts that the evidence that Hulme et al. present against the hypothesis is not convincing, partly because the hypothesis predicts most of the Hulme et al. results and partly because of weaknesses in the design of Hulme et al.'s…

Longitudinal findings on phonological awareness and progress in reading and spelling of 65 children from 4 years, 7 months to 6 years, 7 months strongly supported views that sensitivity to rhyme leads to awareness of phonemes, which in turn affects reading; and rhyme makes a direct contribution to reading that is independent of connection between…

Ten college-aged dyslexic students performed significantly poorer than 10 controls on 2 measures of phonemic awareness: reading of nonsense words, and a phoneme reversal task. Results suggest that, although the dyslexic subjects had improved their reading skills, a deficit remained in their ability to process phonological information quickly and…

Investigates the development and role of phonological recoding in beginning reading. Finds regular phases in phonological recoding prior to accuracy in reading simple pseudowords and a strong but changing relationship between these rudimentary skills and several reading tasks. Finds that phonological recoding and phoneme awareness are complex…

Reports language acquisition experiments with simple recurrent networks solving phoneme prediction in continuous phonemic data, which suggests the network output could function as a source for syllable boundary detection. The phoneme prediction network simulates the necessary "bootstrap" to discover syllabic segmentation in unsegmented…

Investigates the use of orthographic analogies in 6-year-olds. Notes that neither rime nor phoneme awareness measures were correlated with rime inference uses and that vowel, but not rime inference, was correlated with scaffolding errors. Finds that rime detection was the strongest predictor of reading ability, whereas phoneme segmentation was the…