TY - JOUR
T1 - Probing Phonological Processing Differences in Nonword Repetition for Children with Separate or Co-Occurring Dyslexia and Developmental Language Disorder
AU - Ehrhorn, Anna M.
AU - Adlof, Suzanne M.
AU - Fogerty, Daniel
AU - Laing, Spencer
N1 - Funding Information:
This research was supported by grants from the National Institute of Deafness and Other Communication Disorders of the National Institutes of Health under award numbers R03DC013399 (PI: Adlof) and R01DC017156 (PI: Adlof). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We thank the children who participated in this study, as well as their parents and the teachers and schools who assisted with the study. We thank the project coordinator Joanna Scoggins and all members of the SC Research on Language and Literacy (SCROLL) Lab who assisted with data collection and processing.
Publisher Copyright:
© 2020 Society for the Scientific Study of Reading.
PY - 2021
Y1 - 2021
N2 - We assessed nonword repetition (NWR) skills in 7–9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes within the nonword) and presentation modality (audio-only versus audiovisual) to probe potential phonological processing differences among the groups. Across tasks, the dyslexia-only and DLD-only groups performed similarly to each other and intermediately to the TD and DLD+dyslexia groups. In the experimental task, nonwords with low phonemic variability were produced less accurately in both modalities, and audiovisual presentation facilitated accurate repetition of low phonemic variability nonwords. A lack of a group interaction with phonemic variability or presentation modality suggests similarities, despite group differences, in how underlying phonological representations influence task performance. Overall, results suggest that poor NWR is associated with both dyslexia and DLD, and that co-occurrence compounds this difficulty.
AB - We assessed nonword repetition (NWR) skills in 7–9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes within the nonword) and presentation modality (audio-only versus audiovisual) to probe potential phonological processing differences among the groups. Across tasks, the dyslexia-only and DLD-only groups performed similarly to each other and intermediately to the TD and DLD+dyslexia groups. In the experimental task, nonwords with low phonemic variability were produced less accurately in both modalities, and audiovisual presentation facilitated accurate repetition of low phonemic variability nonwords. A lack of a group interaction with phonemic variability or presentation modality suggests similarities, despite group differences, in how underlying phonological representations influence task performance. Overall, results suggest that poor NWR is associated with both dyslexia and DLD, and that co-occurrence compounds this difficulty.
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U2 - 10.1080/10888438.2020.1849223
DO - 10.1080/10888438.2020.1849223
M3 - Article
AN - SCOPUS:85097615933
SN - 1088-8438
VL - 25
SP - 486
EP - 503
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 6
ER -