Abstract
In this study, we examined the learning of new grapheme-phoneme correspondences in individuals with and without dyslexia. Additionally, we investigated the relation between grapheme-phoneme learning and measures of phonological awareness, orthographic knowledge and rapid automatized naming, with a focus on the unique joint variance of grapheme-phoneme learning to word and non-word reading achievement. Training of grapheme-phoneme associations consisted of a 20-min training program in which eight novel letters (Hebrew) needed to be paired with speech sounds taken from the participant's native language (Dutch). Eighty-four third grade students, of whom 20 were diagnosed with dyslexia, participated in the training and testing. Our results indicate a reduced ability of dyslexic readers in applying newly learned grapheme-phoneme correspondences while reading words which consist of these novel letters. However, we did not observe a significant independent contribution of grapheme-phoneme learning to reading outcomes. Alternatively, results from the regression analysis indicate that failure to read may be due to differences in phonological and/or orthographic knowledge but not to differences in the grapheme-phoneme-conversion process itself.
Highlights
The ability to encode and decode meaning by using a collection of distinct markings, or put, the ability to read and write, is an impressive accomplishment
Similar to past studies typical and dyslexic readers were found to differ across all cognitive measures of phonological awareness, TABLE 3 | Pearson correlations between measures of literacy and cognitive measures
Results revealed that the addition of phonological awareness (PA) to the prediction of word reading led to a statistically significant increase in R2 = 0.012, F(1, 76) = 4.065, p = 0.047
Summary
The ability to encode and decode meaning by using a collection of distinct markings, or put, the ability to read and write, is an impressive accomplishment. Grapheme-Phoneme Learning and Dyslexia interferes with the acquisition of accurate and/or fluent word reading, our research will investigate how these graphemephoneme mappings are learned in typical and dyslexic reading children and what the unique contribution to reading is. It has been proposed that the poor decoding abilities observed in people with dyslexia stem from a cognitive deficit in the development of, and/or access to, phonological representations leading to a difficulty in the processing of sounds in oral language (Snowling, 2000; Boets et al, 2013). Word reading was assessed through the EMT (Brus and Voeten, 1999). This standardized task requires students to read aloud as accurately and quickly as possible a list of 116 Dutch words of increasing difficulty, printed in four columns.
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