Phonetic skills in normal, slow, and dyslexic readers
| dc.contributor.author | Burnside, Barbara Janice | en_US |
| dc.date.accessioned | 2024-08-13T00:06:56Z | |
| dc.date.available | 2024-08-13T00:06:56Z | |
| dc.date.copyright | 1982 | en_US |
| dc.date.issued | 1982 | |
| dc.degree.department | Department of Psychology | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | Normal, slow, and dyslexic readers at grade two reading level were compared on a series of four tasks requiring phonetic skills. A same-different comparison of pairs of three- and four-letter nonsense words was presented auditorially, visually, and cross-modally. There were no differences in group performance for auditory-auditory comparison (A-A), visual-visual comparison (V-V), or for the cross-modal comparison in which the auditory stimulus was given first and the visual stimulus second (A-V condition). The groups did differ in cross-modal performance when the initial stimulus was visual and the second was auditory (V-A condition). Dyslexic readers performed more poorly than normal and slow readers; the latter two groups did not differ from each ether in V-A performance. Post hoc analysis showed that dyslexic readers made more errors than the slow or normal readers of the same level, whether the stimulus pairs differed in the initial, central, or final letters of the nonsense word pair. Dyslexic readers are more impaired in the phonetic skills used in visual-auditory comparison of nonsense words than normal or slow readers of the same reading level. | |
| dc.format.extent | 99 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/17144 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | Phonetic skills in normal, slow, and dyslexic readers | en_US |
| dc.type | Thesis | en_US |
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