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 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 Google Scholar Citing Articles via Scopus Google Scholar Articles by Kamhi, A. G. Articles by Mauer, D. Search for Related Content PubMed Articles by Kamhi, A. G. Articles by Mauer, D. Social Bookmarking                         What's this?

Explaining Speech Production Deficits in Poor Readers

Alan G. Kamhi received his PhD in speech and hearing science from Indiana University. He is currently an associate professor in the Department of Audiology and Speech Pathology at Memphis State University. His research focuses on normal language development and spoken and written language disorders.

Hugh W. Catts

Hugh W. Catts is currently an associate professor in the Department of Speech, Language, and Hearing at the University of Kansas. He teaches classes in reading and language learning disabilities. His research interests include language disorders and the early identification of reading disabilities.

Daria Mauer

Daria Mauer is a doctoral candidate in the Department of Audiology and Speech Pathology at Memphis State University. She is currently working on her dissertation that is examining the influence of visual and phonetic factors in the acquisition of novel phoneme-grapheme correspondence pairs. Address: Alan G. Kamhi, Department of Audiology and Speech Pathology, Memphis State University, 807 Jefferson Ave., Memphis, TN 38105.

The purpose of the present study was to further examine speech production abilities of young poor readers. Fourteen poor readers and 14 age-matched nondisabled subjects were taught to produce four novel, multisyllabic nonsense words. A recognition task was part of the training procedure. Retention of the words was also probed. The poor readers took significantly longer than the nondisabled children to produce three of the four words. The recognition data indicated that encoding limitations, rather than speech production limitations, were primarily responsible for the longer acquisition times. Speech production deficiencies seemed to account for only a small portion of the difficulty the poor readers experienced learning the novel words. The data are consistent with previous research that has documented encoding limitations in poor readers.

Journal of Learning Disabilities, Vol. 23, No. 10, 631-636 (1990)
DOI: 10.1177/002221949002301012


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