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Outstanding questions about phonological processing in dyslexia

Ramus, F; (2001) Outstanding questions about phonological processing in dyslexia. Dyslexia , 7 (4) pp.197 - 216.

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Abstract

It is widely accepted that developmental dyslexia results from some sort of phonological deficit. Yet, it can be argued that phonological representations and their processing have been insufficiently tested in dyslexia research. Firstly, claims about how tasks tap into certain kinds of representations or processes are best appreciated in the light of an explicit information-processing model. Here, a cognitive model of lexical access is described, incorporating speech perception, reading and object recognition. The model emphasizes that phonological forms of lexical items are distinct from non-lexical phonological representations. Secondly, phonology, as a linguistic discipline, teaches us that there is much more to it than phonemic categorization and awareness. The phonological level of representation also embodies phonotactic regularities, patterns of phoneme assimilation and alternation, as well as supra-segmental knowledge pertaining to syllable structure, stress, intonation and rhythm. All these aspects are in part language-dependent, and therefore must be learnt by children in order to become proficient native speakers and listeners. If phonological representations were affected in dyslexia, dyslexic children would presumably have difficulties acquiring these aspects of their language. This prediction is as yet untested. A possible research agenda is outlined, aiming to provide a more comprehensive assessment of the phonological theory of dyslexia

Type:Article
Title:Outstanding questions about phonological processing in dyslexia
Additional information:Imported via OAI, 7:29:01 11th Aug 2007
Keywords:Child, diagnosis, Dyslexia, Human, Pattern Recognition, Visual, Perception, Phonetics, psychology, Reading, Speech Perception, Stress, Support, Non-U.S.Gov't, Writing
UCL classification:UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of) > Institute of Cognitive Neuroscience
UCL > School of Life and Medical Sciences > Faculty of Life Sciences

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