Abstract
Forty-five first-grade children of average intellectual ability were studied, consisting of one group of average readers, one group with mild reading difficulty, and one group with severe reading disability. A striking deficit in phonemic analysis was observed in children with severe reading disability. These children were unable to segment spoken syllables into individual speech sounds, while children with only mild reading difficulty or none were quite proficient at this skill. In fact, using phonemic analysis scores, it was possible to distinguish the severe reading disability group from the others with perfect accuracy.
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This research was supported in part by U.S. Public Health Service, Maternal and Child Health Project 916, and by Grants HD-03110 and ES-01104 from the National Institutes of Health.
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Fox, B., Routh, D.K. Phonemic analysis and severe reading disability in children. J Psycholinguist Res 9, 115–119 (1980). https://doi.org/10.1007/BF01067466
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DOI: https://doi.org/10.1007/BF01067466