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Phonetic coding and reading in college students with and without learning disabilities

H S Apthorp1

  • 1Central Connecticut State University, New Britain 06050, USA.

Journal of Learning Disabilities
|June 1, 1995
PubMed
Summary

This study found that accurate speech production is linked to better oral reading skills in university students, even when accounting for memory and vocabulary. This suggests a connection between speech accuracy and reading ability.

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Area of Science:

  • Cognitive Psychology
  • Speech and Hearing Sciences
  • Educational Psychology

Background:

  • The relationship between speech production and reading is complex.
  • Previous research indicates potential links, but the independence of this relationship from cognitive factors like memory and vocabulary requires further investigation.

Purpose of the Study:

  • To investigate the relationship between adult speech production and oral reading.
  • To determine if this relationship persists independently of auditory short-term memory and vocabulary.
  • To explore this relationship in university students, including those with and without learning disabilities.

Main Methods:

  • Forty-four university students (ages 17-28) participated.
  • Subjects completed tasks assessing multisyllabic pseudoword repetition, oral reading, digit memory, and vocabulary.

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  • Statistical analyses were used to examine correlations between speech production and reading, controlling for memory and vocabulary.

    • Main Results:

    • Significant correlations were observed between pseudoword repetition accuracy and oral reading performance in both students with and without learning disabilities.
    • These correlations remained significant after controlling for auditory short-term memory and vocabulary.
    • A scatter plot revealed performance overlap between groups and heterogeneity within groups.

    Conclusions:

    • Speech production accuracy is significantly related to oral reading ability in university students, independent of memory and vocabulary.
    • Findings suggest that difficulties in speech production may contribute to reading challenges.
    • Further research is needed to explore the implications of these findings for educational interventions.