Karin Landerl|Uta Frith|Heinz Wimmer
Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers
University of Salzburg|University of Salzburg
abstract three typical phonological awareness tasks found children normal reading development sometimes give responses based orthographic rather phonological information dyslexic children number occurrences orthographic intrusions significantly lower effect cannot explained positing lower degree orthographic knowledge dyslexic children since group younger children spelling level dyslexics also showed orthographic intrusions plausible explanation difference normal dyslexic readers normal readers phonological orthographic representations words closely connected usually coactivated even coactivation misleading dyslexics connection less strong orthographic representations interfere less phonemic segmentation relevance finding respect recent assumptions importance phonology establishing orthographic representations discussed