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

Lauren Baron, Jane Ashby

Research output: Contribution to conferencePaperpeer-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 languageEnglish
StatePublished - Jul 12 2021
EventSociety for the Scientific Study of Reading Virtual Conference -
Duration: Jul 12 2021Jul 12 2021

Other

OtherSociety for the Scientific Study of Reading Virtual Conference
Period07/12/2107/12/21

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