The phonological memory skills of a group of children with disordered language development were compared with those of two control groups, one group matched on verbal abilities and the other matched on nonverbal intelligence. The language-disordered children were poorer at repeating single nonwords and recalling word lists than even the younger children of matched verbal abilities. The language...

Sixty-one children, aged 3.6-5.0, with developmental phonological disorders (PD) participated in a study comparing the effects of metaphonologically (MET) or articulation-based (ART) therapy. Maturational effects were controlled for by the inclusion of 59 normally speaking control children of the same age range. Measures of phonological (speech) output and phonological awareness were taken befo...

To aid the development of finer-grained measures of phonological competence within a representation-based approach to phonology, two aspects of nonsymbolic phonological knowledge (knowledge of the acoustic/perceptual space and of the articulatory/production space) were examined in 6 preschool-age children with phonological disorders and 6 typically developing age peers. To evaluate perceptual k...

One implication of the double-deficit hypothesis for dyslexia is that there should be subtypes of dyslexic readers that exhibit rapid naming deficits with or without concomitant phonological processing problems. In the current study, we investigated the validity of this hypothesis for Portuguese orthography, which is more consistent than English orthography, by exploring different cognitive pro...

PURPOSE To investigate phonological awareness and working memory skills as well as their influence on the literacy process in a group of intellectually normal children. METHODS Forty intellectually normal children (7.6-8.0 years) from the second and third grades of elementary school participated. Children were organized in two groups (20 children each): one with and another without literacy d...

Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, inc...

PURPOSE The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. METHOD Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, inc...