title: Auditory word identification in dyslexic and normally achieving readers.
abstract: The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, particularly on the most difficult items, namely those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relation of gating and general language ability to word and pseudoword reading ability.
authors.affiliation: Department of Psychology, University of Southern California, Los Angeles, CA 90089, USA.
authors.forename: Jennifer L
authors.initials: JL
authors.lastname: Bruno
authors.forename: Franklin R
authors.initials: FR
authors.lastname: Manis
authors.forename: Patricia
authors.initials: P
authors.lastname: Keating
authors.forename: Anne J
authors.initials: AJ
authors.lastname: Sperling
authors.forename: Jonathan
authors.initials: J
authors.lastname: Nakamoto
authors.forename: Mark S
authors.initials: MS
authors.lastname: Seidenberg
mesh_terms: D000124:Achievement; D000161:Acoustic Stimulation; D000293:Adolescent; D002648:Child; D004410:Dyslexia; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D013063:Speech Discrimination Tests; D013067:Speech Perception; D014825:Vocabulary