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Academic Paper


Title: Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?
Author: Rosario Ortiz
Institution: Universidad de La Laguna
Author: Isabel Hernández–valle
Institution: Universidad de La Laguna
Author: Remedios Guzmán
Institution: Universidad de La Laguna
Author: Mercedes Rodrigo
Institution: Universidad de La Laguna
Author: Adelina Estévez
Institution: Universidad de La Laguna
Author: Alicia Díaz
Institution: Universidad de La Laguna
Author: Sergio Hernández
Institution: Universidad de La Laguna
Linguistic Field: Phonology; Psycholinguistics
Abstract: The primary purpose of the study reported here was to explore the effects of the complexity of syllable structure and the effects of task differences in the explanation of deficit in phonological awareness (PA). A sample of 97 subjects was selected and organized into three different groups: 29 reading-disabled (RD) children, 41 normal readers matched in age with the former, and 27 younger normal readers at the same reading level as those with reading disabilities. We administered PA tasks which included items with different complexity of syllable structure. The results showed that the complexity of syllable structure had no particularly marked effect on the dyslexic children. Rather, the isolation task revealed the phonological deficit across all syllable structures.

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This article appears IN Applied Psycholinguistics Vol. 26, Issue 2, which you can READ on Cambridge's site or on LINGUIST .



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