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Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis. / Cain, Kate; Oakhill, Jane; Bryant, Peter E.
In: Reading and Writing, Vol. 13, No. 1-2, 09.2000, p. 31-56.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cain, K, Oakhill, J & Bryant, PE 2000, 'Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis', Reading and Writing, vol. 13, no. 1-2, pp. 31-56. https://doi.org/10.1023/A:1008051414854

APA

Cain, K., Oakhill, J., & Bryant, P. E. (2000). Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis. Reading and Writing, 13(1-2), 31-56. https://doi.org/10.1023/A:1008051414854

Vancouver

Cain K, Oakhill J, Bryant PE. Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis. Reading and Writing. 2000 Sept;13(1-2):31-56. doi: 10.1023/A:1008051414854

Author

Cain, Kate ; Oakhill, Jane ; Bryant, Peter E. / Phonological skills and comprehension failure : a test of the phonological processing deficit hypothesis. In: Reading and Writing. 2000 ; Vol. 13, No. 1-2. pp. 31-56.

Bibtex

@article{469cb8a97b294b79a30c815a15efbe02,
title = "Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis",
abstract = "Shankweiler and colleagues argue that text comprehensionproblems in young children arise from phonological processingdifficulties. Their work has focused on children with poor wordreading ability. We investigated this hypothesis for children whoexperience comprehension difficulties in the presence of age-appropriate word reading skills. We found that good and poorcomprehenders performed comparably on various measures ofphonological processing and differed on a task that made greaterdemands on working memory, Bradley and Bryant's odd-word-outtask. In a final study, hierarchical regression analyses supportedthis distinction: the odd-word-out task was a strong predictor ofreading comprehension performance even after IQ, vocabulary and single word reading had been controlled for, but a lessmemory-dependent phonological task was not. These studiessupport previous work which indicates that poor comprehenders'problems arise from higher-level processing difficultie",
keywords = "Comprehension deficits, Phonological awareness, Phonological processing, Reading Comprehension, Young children",
author = "Kate Cain and Jane Oakhill and Bryant, {Peter E.}",
year = "2000",
month = sep,
doi = "10.1023/A:1008051414854",
language = "English",
volume = "13",
pages = "31--56",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "1-2",

}

RIS

TY - JOUR

T1 - Phonological skills and comprehension failure

T2 - a test of the phonological processing deficit hypothesis

AU - Cain, Kate

AU - Oakhill, Jane

AU - Bryant, Peter E.

PY - 2000/9

Y1 - 2000/9

N2 - Shankweiler and colleagues argue that text comprehensionproblems in young children arise from phonological processingdifficulties. Their work has focused on children with poor wordreading ability. We investigated this hypothesis for children whoexperience comprehension difficulties in the presence of age-appropriate word reading skills. We found that good and poorcomprehenders performed comparably on various measures ofphonological processing and differed on a task that made greaterdemands on working memory, Bradley and Bryant's odd-word-outtask. In a final study, hierarchical regression analyses supportedthis distinction: the odd-word-out task was a strong predictor ofreading comprehension performance even after IQ, vocabulary and single word reading had been controlled for, but a lessmemory-dependent phonological task was not. These studiessupport previous work which indicates that poor comprehenders'problems arise from higher-level processing difficultie

AB - Shankweiler and colleagues argue that text comprehensionproblems in young children arise from phonological processingdifficulties. Their work has focused on children with poor wordreading ability. We investigated this hypothesis for children whoexperience comprehension difficulties in the presence of age-appropriate word reading skills. We found that good and poorcomprehenders performed comparably on various measures ofphonological processing and differed on a task that made greaterdemands on working memory, Bradley and Bryant's odd-word-outtask. In a final study, hierarchical regression analyses supportedthis distinction: the odd-word-out task was a strong predictor ofreading comprehension performance even after IQ, vocabulary and single word reading had been controlled for, but a lessmemory-dependent phonological task was not. These studiessupport previous work which indicates that poor comprehenders'problems arise from higher-level processing difficultie

KW - Comprehension deficits

KW - Phonological awareness

KW - Phonological processing

KW - Reading Comprehension

KW - Young children

U2 - 10.1023/A:1008051414854

DO - 10.1023/A:1008051414854

M3 - Journal article

VL - 13

SP - 31

EP - 56

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 1-2

ER -