| Abstract: | In an analysis of training procedures designed to address specific phonological deficits in disabled readers, 24 6- to 8-year-olds (reading disabled, age-matched controls, reading-level-matched controls) participated in both a reading and music acquisition paradigm. Children received instruction in grapheme-articulation and symbol-note correspondence patterns and, in the reading task, were taught to connect printed letter clusters with underlying oral-motor activity. Posttest results revealed that all groups of children were successful in the music task and in transferring sublexical segments representing trained reading rules, but disabled and young, normal readers were less able to read complete real and nonsense words. Disabled readers who demonstrated deficits specific to word identification learning revealed their ability to profit from rule-based instruction in symbol-to-note correspondence patterns and print-to-articulation relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
