Abstract
Individuals with severe congenital speech impairments frequently experience significant difficulties acquiring even basic literacy skills. It is likely that many factors, both intrinsic and extrinsic to the individuals, co-occur to influence success in literacy acquisition. This paper focuses on the extent to which a severe congenital speech impairment may affect the acquisition of phonological processing skills traditionally considered to be implicated in literacy success. Results on a lexical decision task are presented and discussed in terms of their implications for our understanding of the relationship between severe speech impairments, phonological working memory, and specification of phonological representations.
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