This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kochnower, J. Articles by DiBenedetto, B. Search for Related Content PubMed PubMed Citation Articles by Kochnower, J. Articles by DiBenedetto, B. Social Bookmarking                         What's this?

A Comparison of the Phonic Decoding Ability of Normal and Learning Disabled Children

Jeffrey M. Kachnower is a Research Scientist III at the Health Sciences Center at Stony Brook, N.Y. He received his PhD degree in Psychology from Hofstra University.

Ellis Richardson, PhD

Ellis Richardson is a Research Scientist V at the Health Sciences Center, Stony Brook, N.Y. He received his PhD degree in Psychology from Columbia University.

Barbara DiBenedetto

Barbara DiBenedetto is a Research Scientist I1 at the Health Sciences Center at Stony Brook, N.Y. She receive her BA degree in Literature from the State University of N.Y. at Binghamton. This work was supported in part by a contmct with the National Institute of Child Health and Human Development (Contract No. I-HD-2837). Address: Jeffrey M. Kochnower, PhD, Long Island Research Institute Health Sciences Center. IOT, Rm 090, Stony Brook, NY 11794.

Twenty pairs of children from normal class placements (mean age = 8.0 years) and a learning disability program (mean age = 10.3 years) were matched on reading level, as measured by a test of basal word recognition, and on IQ. All children were tested on phonetically regular real and nonsense words to determine if the learning disabled children would have relative difficulty on tasks that measure the use of letter sounds in decoding. The normal readers were able to read significantly more regular real words and nonsense words than were the LD children. It is concluded that reading disabled children experience specific difficulty in learning to use the phonetic code to unlock unknown words. It is suggested that this deficiency interferes with the normal development of a child's reading vocabulary and is, therefore, an important causal factor in reading disorders. Implications of the results for corrective intervention are discussed briefly.

Journal of Learning Disabilities, Vol. 16, No. 6, 348-351 (1983)
DOI: 10.1177/002221948301600609


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P.G. Aaron, M. Joshi, and K. A. Williams Not All Reading Disabilities Are Alike J Learn Disabil, March 1, 1999; 32(2): 120 - 137. [Abstract] [PDF]

				P. T. Ackerman, R. A. Dykman, C. Holloway, N. P. Paal, and M. Y. Gocio A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring J Learn Disabil, November 1, 1991; 24(9): 542 - 549. [Abstract] [PDF]

				K. Storey and R. H. Horner An Evaluative Review of Social Validation Research Involving Persons with Handicaps Journal of Special Education, January 1, 1991; 25(3): 352 - 401. [Abstract] [PDF]

				K. E. Stanovich Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model J Learn Disabil, December 1, 1988; 21(10): 590 - 604. [Abstract] [PDF]

				V. L. Perkins Feedback Effects on Oral Reading Errors of Children with Learning Disabilities J Learn Disabil, April 1, 1988; 21(4): 244 - 248. [Abstract] [PDF]

				J. P. Williams Phonemic Analysis and How It Relates to Reading J Learn Disabil, April 1, 1984; 17(4): 240 - 245. [Abstract] [PDF]