TY - JOUR
T1 - Phonological awareness and spelling in normal children and dyslexics
T2 - The case of initial consonant clusters
AU - Bruck, Maggie
AU - Treiman, Rebecca
N1 - Funding Information:
This research was supported by a National Health and Welfare Scholar Award to M. Bruck, Grant OGFOOOll8l from the National Sciences and Engineering Research Council to M. Bruck, Grant EQ-4246 from FCAR to M. Bruck, and Grants HD20276 and HDO0769 from NICHD to R. Treiman. Thanks to Hermina Tabachnek, Alison Kulak, Cyma Gauze, and Kathleen Capreol for their contributions. Correspondence may be addressed to Dr. Maggie Bruck, McGill-Montreal Children’s Hospital Learning Centre, 3640 Mountain Avenue, Montreal Quebec H3G 2A8, Canada.
PY - 1990/8
Y1 - 1990/8
N2 - We investigated phonological awareness and spelling skills among normal readers and spellers in Grades 1 and 2 and among dyslexics who scored at the same level as the normals on a standardized spelling test. Both normal children and dyslexics had difficulty with consonants in word-initial clusters in a phoneme recognition task and a phoneme deletion task. Also, both groups of children had trouble producing legal spellings of syllables with initial clusters, sometimes failing to represent the second consonants of the clusters. The dyslexics' phonological awareness and spelling skills were poorer than those of the younger normal children, but the two groups showed similar patterns of performance.
AB - We investigated phonological awareness and spelling skills among normal readers and spellers in Grades 1 and 2 and among dyslexics who scored at the same level as the normals on a standardized spelling test. Both normal children and dyslexics had difficulty with consonants in word-initial clusters in a phoneme recognition task and a phoneme deletion task. Also, both groups of children had trouble producing legal spellings of syllables with initial clusters, sometimes failing to represent the second consonants of the clusters. The dyslexics' phonological awareness and spelling skills were poorer than those of the younger normal children, but the two groups showed similar patterns of performance.
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U2 - 10.1016/0022-0965(90)90037-9
DO - 10.1016/0022-0965(90)90037-9
M3 - Article
C2 - 2398331
AN - SCOPUS:0025468637
SN - 0022-0965
VL - 50
SP - 156
EP - 178
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
IS - 1
ER -