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Do Students With and Without Lexical Retrieval Weaknesses Respond Differently to Instruction?

Louisiana State University

Douglas Fuchs

Peabody College of Vanderbilt University

Patricia G. Mathes

University of Texas, Houston Medical School

Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes—phonemic awareness. However, not all students have responded favorably to this instruction. Research has suggested that these nonresponders may be unable to retrieve phonological codes quickly from long-term memory. The purpose of this study was to examine whether such a deficiency, which we refer to as lexical retrieval weakness, blunts the effectiveness of combined phonemic awareness and decoding training. To this end, we compared the effectiveness of phonemic awareness and decoding training for students with and without severe lexical retrieval weaknesses. All students in both groups demonstrated poor phonemic awareness. The results suggested that students with relatively strong lexical retrieval skill responded more favorably to beginning reading instruction than did students with weak lexical retrieval skill. In other words, lexical retrieval weakness may influence reading development independently of the effects of phonemic awareness. Implications for instruction are discussed.

Journal of Learning Disabilities, Vol. 34, No. 3, 264-275 (2001)
DOI: 10.1177/002221940103400306


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