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Updated: Jan 20, 2026

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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Individual differences in subphonemic sensitivity and phonological skills.

Monica Y C Li1,2,3,4, David Braze2,4, Anuenue Kukona4,5

  • 1Department of Psychological Sciences, University of Connecticut, Storrs, CT 06269-1020, USA.

Journal of Memory and Language
|August 22, 2019
PubMed
Summary

Poor reading skills may stem from overspecified phonological representations, where individuals perceive subtle speech sound variations. This sensitivity to subphonemic detail inversely correlates with phonological task performance in adults.

Keywords:
Eye trackingIndividual differencesPhonological skillsReading abilitySpoken word recognition

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Phonological abilities are crucial for reading development.
  • Poor readers are often assumed to have underspecified phonological representations.
  • An alternative theory suggests overspecified phonological representations in poor readers.

Purpose of the Study:

  • To investigate the link between phonological representations and reading skills.
  • To examine sensitivity to subphonemic detail in online speech processing.
  • To test the overspecification hypothesis in a community sample.

Main Methods:

  • Utilized eye tracking to monitor online speech processing.
  • Employed an individual differences approach.
  • Assessed a community sample of young adults with varying reading abilities.

Main Results:

  • Subphonemic sensitivity was inversely correlated with meta-phonological task performance.
  • Findings support the overspecification account of reading difficulties.
  • Individuals with poorer phonological skills showed heightened sensitivity to subphonemic variations.

Conclusions:

  • Overspecified phonological representations may underlie reading impairments.
  • Sensitivity to subphonemic detail impacts reading development.
  • Further research is needed to explore the implications for reading interventions.