Yvonne Griffiths|Margaret J. Snowling
Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis.
University of York|University of York
classification dyslexic children discrete subtypes yields poor description dyslexic population large multiple regression methods used examine continuous variation component reading subskills nonword exception word reading underlying cognitive skills within group 59 915 yearold dyslexic children two measures phonological skills contributed unique variance nonword reading phonological processing verbal shortterm memory skills contrast unique predictor exception word reading reading experience results discussed within connectionist framework views decoding deficit dyslexia stemming poorly specified phonological representations extent nonword reading deficit determined severity underlying phonological impairment contrast exception word reading influenced print exposure