An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia |
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Authors: | Linda Larsen Saskia Kohnen Genevieve McArthur Lyndsey Nickels |
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Institution: | 1.Department of Special Needs Education,University of Oslo,Oslo,Norway;2.ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science,Macquarie University,Sydney,Australia |
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Abstract: | The aim of this study was to understand the relationship between children’s knowledge of letter-sound rules (“grapheme-phoneme knowledge”) and their ability to identify separate graphemes (e.g., SH, OI) that comprise words (“grapheme parsing”). We used a single-case study approach with children with phonological dyslexia who were able to read words accurately via whole-word processes (“lexical reading”), but were not able to read using grapheme-phoneme knowledge (“non-lexical reading”). These children were able to correctly parse some graphemes without grapheme-phoneme knowledge for these graphemes. However, they were unable to correctly parse some graphemes for which they had grapheme-phoneme knowledge. This dissociation suggests that children may acquire grapheme-phoneme knowledge and phoneme parsing independently. We discuss the implications of these findings for cognitive models of word reading. |
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