An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia

Journal article

Larsen, Linda, Kohnen, Saskia, McArthur, Genevieve and Nickels, Lyndsey. (2018). An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia. Reading and Writing. 31(4), pp. 991-1015. https://doi.org/10.1007/s11145-018-9823-z
AuthorsLarsen, Linda, Kohnen, Saskia, McArthur, Genevieve and Nickels, Lyndsey
Abstract

The aim of this study was to understand the relationship between children’s knowledge of letter-sound rules (“grapheme-phoneme knowledge”) and their ability to identify separate graphemes (e.g., SH, OI) that comprise words (“grapheme parsing”). We used a single-case study approach with children with phonological dyslexia who were able to read words accurately via whole-word processes (“lexical reading”), but were not able to read using grapheme-phoneme knowledge (“non-lexical reading”). These children were able to correctly parse some graphemes without grapheme-phoneme knowledge for these graphemes. However, they were unable to correctly parse some graphemes for which they had grapheme-phoneme knowledge. This dissociation suggests that children may acquire grapheme-phoneme knowledge and phoneme parsing independently. We discuss the implications of these findings for cognitive models of word reading.

Keywordsnon-lexical reading; grapheme-phoneme knowledge; grapheme parsing; phoneme blending; case-study
Year2018
JournalReading and Writing
Journal citation31 (4), pp. 991-1015
PublisherSpringer
ISSN1573-0905
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-018-9823-z
Scopus EID2-s2.0-85040862654
Open accessPublished as green open access
Page range991-1015
FunderMacquarie University
Australian Research Council (ARC)
Author's accepted manuscript
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All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online23 Jan 2018
Publication process dates
Deposited06 Jul 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant ID0879556
120100102
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