Bilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available ab...

The present study investigated whether phonological awareness training is an effective intervention to significantly improve reading in German dyslexic third and fourth graders with a phonological awareness deficit, and whether these children can equally benefit from a phonology-based reading training or a visually-based reading training. German speaking dyslexic elementary school children (n=3...

The development of reading skill and bases of developmental dyslexia were explored using connectionist models. Four issues were examined: the acquisition of phonological knowledge prior to reading, how this knowledge facilitates learning to read, phonological and nonphonological bases of dyslexia, and effects of literacy on phonological representation. Compared with simple feedforward networks,...

This paper introduces a whole-word approach to phonological analysis and then demonstrates the use of the approach by conducting an analysis and outlining treatment recommendations for a child with a phonological disability. Rationale for using a whole-word approach and also for defining phonological typologies are presented using the view that children are word oriented and use different patte...

Lexical frequency and phonological neighbourhood density have been found to influence vowel production. This experiment investigated the effect of lexical frequency and phonological neighbourhood density on vowel space expansion in words and nonwords. Twenty speakers produced words varying in phonological neighbourhood density and word frequency and produced nonwords that varied in neighbourhoo...

This study investigates whether phonological working memory is associated with spoken language development in preschool children. Assessments were made of speech corpora taken from 3-year old children grouped in terms of their phonological memory abilities. Both quantitative and qualitative indices of the children's spontaneous speech output were taken in a structured play session. Significant ...

This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with speech sound disorder (SSD). A total of 17 children, aged 7-12 years, with SSD were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2) or phonological int...