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Phonological processing, language comprehension, and reading ability.

V A Mann, E Cowin, J Schoenheimer

    Journal of Learning Disabilities
    |February 1, 1989
    PubMed
    Summary
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    Poor readers struggle with spoken language comprehension due to deficits in phonological processing and working memory. These reading challenges are linked to developmental delays in phonological skill acquisition.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Linguistics

    Background:

    • Phonological processing skills are crucial for reading ability.
    • Deficient phonological skills in poor readers impact spoken language comprehension, particularly with prosodic cues.
    • Prosodic cues (pitch, stress, pause) disambiguate spoken phrases and sentences.

    Purpose of the Study:

    • To investigate how poor phonological processing skills affect spoken sentence comprehension in beginning readers.
    • To explore the role of working memory in these comprehension differences.
    • To compare the phonological development of poor readers to younger children.

    Main Methods:

    • Two experiments were conducted to assess sentence interpretation accuracy in good and poor readers.

    Related Experiment Videos

  • Phonological working memory capacity was assessed in relation to comprehension performance.
  • Performance of poor readers was compared to reading-ability-matched younger children.

    • Main Results:

    • Poor readers demonstrated less accurate interpretation of sentences disambiguated by prosody compared to good readers.
    • This deficit was linked to a reduced ability to temporarily hold phonological information in working memory.
    • Poor readers' performance patterns mirrored those of younger children at similar reading levels.

    Conclusions:

    • Deficient phonological processing and working memory in poor readers hinder their ability to comprehend spoken language.
    • The developmental trajectory of phonological skills appears to differ between good and poor readers.
    • Intervention strategies targeting phonological processing may benefit struggling readers.