Orthographic influences on phonological awareness in school-age children with persisting dyslexia, resolving dyslexia, and typical word reading skills.

Lauren Baron; Jane Ashby

Orthographic influences on phonological awareness in school-age children with persisting dyslexia, resolving dyslexia, and typical word reading skills.

Psychology

Research output: Contribution to conference › Paper › peer-review

Abstract

We examined how orthographic knowledge influences phonological awareness (PA) in school-age children with and without word reading impairment. We hypothesize that children with a profile of compensated dyslexia may rely on orthographic knowledge to help compensate for weaknesses in PA.

Original language	English
State	Published - Jul 12 2021
Event	Society for the Scientific Study of Reading Virtual Conference - Duration: Jul 12 2021 → Jul 12 2021

Other

Other	Society for the Scientific Study of Reading Virtual Conference
Period	07/12/21 → 07/12/21

Cite this

@conference{111f9d514a784ffa999d0e928071c5b0,

title = "Orthographic influences on phonological awareness in school-age children with persisting dyslexia, resolving dyslexia, and typical word reading skills.",

abstract = "We examined how orthographic knowledge influences phonological awareness (PA) in school-age children with and without word reading impairment. We hypothesize that children with a profile of compensated dyslexia may rely on orthographic knowledge to help compensate for weaknesses in PA.",

author = "Lauren Baron and Jane Ashby",

year = "2021",

month = jul,

day = "12",

language = "English",

note = "null ; Conference date: 12-07-2021 Through 12-07-2021",

}

TY - CONF

T1 - Orthographic influences on phonological awareness in school-age children with persisting dyslexia, resolving dyslexia, and typical word reading skills.

AU - Baron, Lauren

AU - Ashby, Jane

PY - 2021/7/12

Y1 - 2021/7/12

N2 - We examined how orthographic knowledge influences phonological awareness (PA) in school-age children with and without word reading impairment. We hypothesize that children with a profile of compensated dyslexia may rely on orthographic knowledge to help compensate for weaknesses in PA.

AB - We examined how orthographic knowledge influences phonological awareness (PA) in school-age children with and without word reading impairment. We hypothesize that children with a profile of compensated dyslexia may rely on orthographic knowledge to help compensate for weaknesses in PA.

M3 - Paper

Y2 - 12 July 2021 through 12 July 2021

ER -

Orthographic influences on phonological awareness in school-age children with persisting dyslexia, resolving dyslexia, and typical word reading skills.

Abstract

Other

Fingerprint

Cite this