The theoretical statement that phonological processes are the key to early and efficient acquisition of reading skills is no longer controversial within mainstream reading research, although there is ongoing investigation of how phonological skills are related to acquisition of word recognition. Within this theoretical framework, general remedial guidelines for dealing with dyslexia are illustrated. A core technical component in the remedial program is the “talking” computer, which gives support and feedback through synthesized speech. The results of a series of small quasi-experimental studies indicated positive treatment effects. Dyslexic students who enjoyed the benefit of computer training with speech feedback gained more in reading and spelling performance compared to students who had access only to conventional special education.
Get full access to this article
View all access options for this article.
References
1.
FleisherL.S.JenkinsJ.R.PanyD. (1979). Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly, 15, 30–48.
2.
GalaburdaA. (1988). The pathogenesis of childhood dyslexia. In PlumF. (Ed.), Language, communication, and the brain (pp. 127–137). New York: Raven Press.
3.
GoughP.B. (1983). Context, form and interaction. In RaynerK. (Ed.), Eye movements in reading: Perceptual and language processes (pp. 203–211). New York: Academic Press.
4.
GranströmB. (1987). Speech technology for the visually impaired—The Swedish perspective (STL-QPSR 2–3). Stockholm: Royal Institute of Technology.
5.
GreenspanS.L.NusbaumH.C.PisoniD.B. (1988). Perceptual learning of synthetic speech produced by rule. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 421–433.
6.
HayesD.P. (1988). Speaking and writing: Distinct patterns of word choice. Journal of Memory and Language, 27, 572–585.
7.
HøienT.LundbergI. (1988). Stages of word recognition in early reading acquisition. Scandinavian Journal of Educational Research, 32, 163–182.
8.
JohanssonM.G. (1993). Utvärdering av några datorstödda läs- och stavningsprogram med interaktiv visuell och auditiv feedback. Licenciat thesis, The Department of Psychology, University of Umeå, Sweden.
9.
JuelC. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437–447.
10.
LarsenJ.P.HøienT.LundbergI.ØdegaardH. (1990). MRI evaluation of the size and symmetry of the planum temporale in adolescents with developmental dyslexia. Brain and Language, 39, 289–301.
11.
LibermanA.M.CooperF.S.ShankweilerD.Studdert-KennedyM. (1967). Perception of the speech code. Psychological Review, 74, 431–461.
12.
LindblomB. (1989). Some remarks on the origin of the phonetic code. In von EulerC.LundbergI.LennerstrandG. (Eds.), Brain and reading. Structural and functional anomalies in developmental dyslexia with special reference to hemispheric interactions, memory functions, linguistic processes and visual analysis in reading (pp. 27–44). New York: Stockton Press.
13.
LundbergI. (1978). Aspects of linguistic awareness related to reading. In SinclairA.JarvellaR.J.LeveltW.J.M. (Eds.), The child's conception of language (pp. 83–96). New York: Springer-Verlag.
14.
LundbergI. (1982). Linguistic awareness as related to dyslexia. In ZottermanY. (Ed.), Dyslexia. Neuronal, cognitive, & linguistic aspects (pp. 141–153). New York: Pergamon Press.
15.
LundbergI. (1984). Språk och läsning. Malmö: Liber Förlag.
16.
LundbergI. (1989). Lack of phonological awareness—a critical factor in dyslexia. In von EulerC.LundbergI.LennerstrandG. (Eds.), Brain and reading (pp. 221–231). New York: Stockton Press.
17.
LundbergI.FrostJ.PetersenO.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.
18.
LundbergI.FrostJ.PetersenO.P.OlofssonÅ. (1991). Low-achieving children profit from preschool training of phonological awareness. Proceedings from the Fredensborg conference.
19.
LundbergI.HøienT. (1989). Phonemic deficits: A core symptom in developmental dyslexia?The Irish Journal of Psychology, 10, 579–592.
20.
LundbergI.HøienT. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research, 34, 231–240.
21.
LundbergI.HøienT. (1991). Initial enabling knowledge and skills in reading acquisition: Print awareness and phonological segmentation. In SawyerD.J.FoxB.J. (Eds.), Phonological awareness in reading. The evolution of current perspectives (pp. 73–95). New York: Springer-Verlag.
22.
LundbergI.OlofssonÅ. (1993). Can computer speech support reading comprehension?Computers in Human Behavior, 9, 283–293.
23.
MattinglyI.G. (1991). Reading and the biological function of linguistic representations. In MattinglyI.G.Studdert-KennedyM. (Eds.), Modularity and the motor theory of speech perception (pp. 339–346). Hillsdale, NJ: Lawrence Erlbaum Associates.
24.
McConkieG.W.ZolaD. (1985). Computer-aided reading: An environment for developmental research. Paper presented at the bi-annual meeting of the Society for Research on Child Development, Toronto, Ontario, Canada.
25.
OlofssonÅ. (1990). Can dyslexia be compensated for by computer-aided reading and synthetic speech? 4th International ISAA Conference, Stockholm.
26.
OlofssonÅ. (1992). Synthetic speech and computer-aided reading for reading disabled children. Reading and Writing. An Interdisciplinary Journal, 4, 165–178.
27.
OlsonR.K.FoltzG.WiseB. (1986). Reading instruction and remediation with the aid of computer speech. Behavior Research Methods, Instruments, and Computers, 18, 93–99.
28.
OlsonR.K.WiseB.W. (1992). Reading on the computer with orthographic and speech feedback. Reading and Writing. An Interdisciplinary Journal, 4, 107–144.
29.
PerfettiC.A. (1985). Reading ability. New York: Oxford University Press.
30.
PrinzP.M.NelsonK.E. (1985). “Alligator eats cookie”: Acquisition of writing and reading skills by deaf children using the microcomputer. Applied Psycholinguistics, 6, 283–306.
31.
StahlS. (1993). Reading instruction: The state of the art. Paris: IIEP.
32.
StanovichK.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
