Phonological Awareness Deficits in Developmental Dyslexia and the Phonological Representations Hypothesis

Abstract

The claim that the well-documented difficulties shown by dyslexic children in phonological awareness tasks may arise from deficits in the accuracy and the segmental organization of the phonological representations of words in their mental lexicons is receiving increasing interest from researchers. In this experiment, two versions of the phonological representations hypothesis were investigated by using a picture naming task and a battery of phonological measures at three linguistic levels (syllable, onset-rime, phoneme). The picture naming task was used to identify words for which dyslexic and control children had accurate vs inaccurate phonological representations, and performance in the phonological awareness tasks was then compared for the words which had precise vs imprecise representations. Findings indicated that frequency effects in the phonological awareness tasks at all levels disappeared for dyslexic and control children once representational quality was taken into account, and that the availability of sublexical units for analysis appeared to differ according to (1) the accuracy and retrieval of the phonological representation and (2) the linguistic level tapped by the phonological awareness task.