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Updated: May 5, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Is phonology bypassed in normal or dyslexic development?

B F Pennington¹, D L Lefly, G C Van Orden

¹University of Colorado School of Medicine, Denver, Colorado.

Annals of Dyslexia

|November 16, 2013

Summary

This summary is machine-generated.

The developmental bypass hypothesis, suggesting phonological skills are replaced by orthographic skills in reading, was not supported. Phonological skills remain crucial for reading and spelling throughout development, even in adulthood.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Neuroscience

Background:

The developmental bypass hypothesis posits that phonological coding is essential early in reading development but is later replaced by orthographic coding.
This hypothesis suggests that individuals with dyslexia, often deficient in phonological coding, should be able to compensate and overcome their reading deficits.

Purpose of the Study:

To test the developmental bypass hypothesis by examining reading and spelling development in dyslexic and non-dyslexic individuals.
To investigate the roles of phonological and orthographic coding skills across different developmental stages.

Main Methods:

A cross-sectional study design comparing dyslexic and non-dyslexic individuals from the same families.
Assessment of phonological coding skill, orthographic coding skill, reading performance, and spelling performance across different age groups.

Main Results:

Phonological coding skill continued to develop into adulthood in non-dyslexic individuals.
Phonological coding skill significantly predicted reading and spelling performance in adults, while orthographic coding skill did not.
Dyslexic individuals showed limited improvement in phonological coding but progressed in orthographic coding, yet did not close the performance gap.

Conclusions:

The developmental bypass hypothesis is not supported by the findings.
Phonological coding remains vital for reading and spelling throughout development and into adulthood.
Dyslexia is characterized by persistent phonological coding deficits that are not fully compensated by orthographic skill development.