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Recent developments in language acquisition and reading research:The phonological basis of children’s reading difficulties

Published online by Cambridge University Press:  29 October 2015

Judith A. Bowey
Judith A. Bowey*
Affiliation:
School of Psychology, The University of Queensland
*
School of Psychology, University of Queensland, Brisbane QLD 4072, E-mail: j.bowey@psy.uq.edu.au
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Abstract

This review examines the convergence of recent developments in the fields of language and literacy development and, in particular, developments relating phonological development to both language and reading development. It begins by examining the issue of how children represent spoken words. In particular, it presents recent work arguing that, throughout early and even middle childhood, children’s representations of spoken words are reorganised as sequences of phonemes. The second section examines poor readers’ phonologicol recoding difficulties and, in particular, the contribution of phonological awareness to early reading success. This section includes an overview of phonologicol awareness training studies in “at-risk” preschool and kindergarten children. The final section examines phonologicol processing difficulties as a common underlying cause of reading dificulties.This section provides a theoretical context for practitioners to understand diverse findings relating performance on a wide range of tasks to children’s reading achievement.

Keywords

Readingdyslexiaphonological processingspeech perception
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 17 , Issue 1 , 2000 , pp. 5 - 31
Copyright
Copyright © Australian Psychological Society 2000

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