Abstract
Poor readers are known to do consistently worsethan their normal reading peers on tasks ofphonological processing. They are characterizedby their difficulties in printed wordrecognition, phonological awareness andphonological decoding. An increasing body ofevidence points to deficits in speechperception as a source of subtle but ramifyingeffects in reading impaired children andadults. These deficits may be traced to poorlycoded phonological representations. Thisarticle will attempt to explain poor readers'difficulties in phonological coding by drawingon a gestural account speech development.Implications of this approach for readingintervention will be presented.
Published Version
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