Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading.

Webster, Penelope E.; Plante, Amy Solomon

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Peer reviewed

ERIC Number: EJ447249

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0161-1461

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Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading.

Webster, Penelope E.; Plante, Amy Solomon

Language, Speech, and Hearing Services in Schools, v23 n2 p176-82 Apr 1992

This study compared the phonological awareness ability of 11 children (ages 6-8) with persistent phonological impairment to that of 11 phonologically normal children. Phonologically normal children scored higher on three of the four phonological awareness measures, with no differences on word recognition. Speech intelligibility was a significant predictor of performance on phonological awareness. (Author/DB)

Descriptors: Articulation Impairments, Auditory Perception, Beginning Reading, Children, Cognitive Ability, Cognitive Processes, Metacognition, Phonology, Predictor Variables, Speech Handicaps, Voice Disorders, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A