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An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia
Larsen, Linda Kohnen, Saskia McArthur, Genevieve Nickels, Lyndsey
Larsen, Linda
Kohnen, Saskia
McArthur, Genevieve
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.
Keywords
non-lexical reading, grapheme-phoneme knowledge, grapheme parsing, phoneme blending, case-study
Date
2018
Type
Journal article
Journal
Book
Volume
31
Issue
4
Page Range
991-1015
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled