Jeremy Law|Astrid De Vos|Jolijn Vanderauwera|Johan Wouters|Pol Ghesquière|Maaike Vandermosten
Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children
University of Glasgow
study examined learning new graphemephoneme correspondences individuals without dyslexia additionally investigated relation graphemephoneme learning measures phonological awareness orthographic knowledge rapid automatized naming focus unique joint variance graphemephoneme learning word nonword reading achievement training graphemephoneme associations consisted 20min training program eight novel letters hebrew needed paired speech sounds taken participants native language dutch eightyfour third grade students 20 diagnosed dyslexia participated training testing results indicate reduced ability dyslexic readers applying newly learned graphemephoneme correspondences reading words consist novel letters however observe significant independent contribution graphemephoneme learning reading outcomes alternatively results regression analysis indicate failure read novel script may due differences phonological andor orthographic knowledge differences graphemephonemeconversion process