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Barriers to literacy development in two cases of developmental verbal dyspraxia

Barriers to literacy development in two cases of developmental verbal dyspraxia Abstract Two cases of children with developmental verbal dyspraxia with dyslexic difficulties are presented. When first tested Michael was 10 years 7 months and Caroline was 11 years of age. At this time, their reading errors were primarily visual in nature and they were unable to read nonwords. Spelling was predominantly nonphonetic. Investigation of their auditory processing and segmentation skills showed pervasive deficits in the auditory modality. At follow-up 4 years later, although some progress had been made, the pattern of errors was similar. It is argued that their problems with phonological processing militated against the successful development of segmentation and blending skills and phonological reading and spelling strategies and that their limited literacy development consisted of the accumulation of word-specific knowledge. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Cognitive Neuropsychology Taylor & Francis

Barriers to literacy development in two cases of developmental verbal dyspraxia

Cognitive Neuropsychology , Volume 9 (4): 27 – Aug 1, 1992

Barriers to literacy development in two cases of developmental verbal dyspraxia

Cognitive Neuropsychology , Volume 9 (4): 27 – Aug 1, 1992

Abstract

Abstract Two cases of children with developmental verbal dyspraxia with dyslexic difficulties are presented. When first tested Michael was 10 years 7 months and Caroline was 11 years of age. At this time, their reading errors were primarily visual in nature and they were unable to read nonwords. Spelling was predominantly nonphonetic. Investigation of their auditory processing and segmentation skills showed pervasive deficits in the auditory modality. At follow-up 4 years later, although some progress had been made, the pattern of errors was similar. It is argued that their problems with phonological processing militated against the successful development of segmentation and blending skills and phonological reading and spelling strategies and that their limited literacy development consisted of the accumulation of word-specific knowledge.

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References (18)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1464-0627
eISSN
0264-3294
DOI
10.1080/02643299208252062
Publisher site
See Article on Publisher Site

Abstract

Abstract Two cases of children with developmental verbal dyspraxia with dyslexic difficulties are presented. When first tested Michael was 10 years 7 months and Caroline was 11 years of age. At this time, their reading errors were primarily visual in nature and they were unable to read nonwords. Spelling was predominantly nonphonetic. Investigation of their auditory processing and segmentation skills showed pervasive deficits in the auditory modality. At follow-up 4 years later, although some progress had been made, the pattern of errors was similar. It is argued that their problems with phonological processing militated against the successful development of segmentation and blending skills and phonological reading and spelling strategies and that their limited literacy development consisted of the accumulation of word-specific knowledge.

Journal

Cognitive NeuropsychologyTaylor & Francis

Published: Aug 1, 1992

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