The role of speech processes and memory in reading disability.
The performance of poor and average readers on cognitive tasks comprising naming time, speech rate, and word series recall and on a phonemic segmentation task was examined in the first part of this study by computing relationships among the tasks and their relation to reading. In the second part of this study, we investigated the performance of the poor and average readers in detail on naming time by analyzing the audiotaped protocols on a computer equipped with a sound system and an analysis program. The subjects were third- and fourth-grade students. Results showed that naming time and speech rate were dependable measures of phonological coding skills and were better predictors of word decoding than were phonemic segmentation and word recall. Poor readers were slower in each of the six rows of the naming-time task, and they paused longer between the rows. A need for studying the development of the cognitive skills along with word decoding is discussed.
Das
J P
JP
Developmental Disabilities Centre, University of Alberta, Edmonton, Canada.
Mok
M
M
Mishra
R K
RK
D002648:Child; D003071:Cognition; D005260:Female; D006801:Humans; D007360:Intelligence; D007807:Language Tests; D008297:Male; D008568:Memory; D010700:Phonetics; D011932:Reading; D013060:Speech; D013068:Speech Production Measurement; D013647:Task Performance and Analysis; D013998:Time Perception