Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children

Law, J. M. , De Vos, A., Vanderauwera, J., Wouters, J., Ghesquière, P. and Vandermosten, M. (2018) Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children. Frontiers in Psychology, 9, 1393. (doi: 10.3389/fpsyg.2018.01393) (PMID:30158886) (PMCID:PMC6103482)

Abstract

In this study, we examined the learning of new grapheme-phoneme correspondences in individuals with and without dyslexia. Additionally, we investigated the relation between grapheme-phoneme learning and measures of phonological awareness, orthographic knowledge and rapid automatized naming, with a focus on the unique joint variance of grapheme-phoneme learning to word and non-word reading achievement. Training of grapheme-phoneme associations consisted of a 20-min training program in which eight novel letters (Hebrew) needed to be paired with speech sounds taken from the participant's native language (Dutch). Eighty-four third grade students, of whom 20 were diagnosed with dyslexia, participated in the training and testing. Our results indicate a reduced ability of dyslexic readers in applying newly learned grapheme-phoneme correspondences while reading words which consist of these novel letters. However, we did not observe a significant independent contribution of grapheme-phoneme learning to reading outcomes. Alternatively, results from the regression analysis indicate that failure to read may be due to differences in phonological and/or orthographic knowledge but not to differences in the grapheme-phoneme-conversion process itself.

• Item Type: Articles
• Additional Information: This research was supported by postdoctoral grant of Maaike Vandermosten, funded by Research Foundation Flanders (FWO). Additional support was provided by the DBOF of the Research Council of KU Leuven (KU Leuven-DBOF/12/014) and KU Leuven Research Council OT/12/044.
• Keywords: Dyslexia, Grapheme, phoneme, grapheme-phoneme learning, orthography, learning.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Law, Dr Jeremy
• Authors: Law, J. M., De Vos, A., Vanderauwera, J., Wouters, J., Ghesquière, P., and Vandermosten, M.
• Subjects: B Philosophy. Psychology. Religion > BF Psychology; L Education > LB Theory and practice of education > LB1501 Primary Education
• College/School: College of Social Sciences > School of Social & Environmental Sustainability
• Journal Name: Frontiers in Psychology
• Publisher: Frontiers Media
• ISSN: 1664-1078
• ISSN (Online): 1664-1078
• Copyright Holders: Copyright © 2018 Law, De Vos, Vanderauwera, Wouters, Ghesquière and Vandermosten
• First Published: First published in Frontiers in Psychology 9: 1393
• Publisher Policy: Reproduced under a Creative Commons License