Add Students With and Without Dyslexia Differ in Sensitivity to Rhyme and Alliteration

Author:

Ackerman Peggy T.1,Dykman Roscoe A.2,Gardner Michelle Y.3

Affiliation:

1. Peggy T. Ackerman, MA, is a research associate in the Department of Psychiatry and Behavioral Sciences, University of Arkansas for Medical Sciences.

2. Roscoe A. Dykman, PhD, is a distinguished professor in the same department and director of the Behavioral Laboratory.

3. Michelle Y. Gardner, BA, is a research assistant in the Behavioral Laboratory. Address: Peggy T. Ackerman, Slot 588, University of Arkansas for Medical Sciences, 4301 West Markham, Little Rock, AR 72205.

Abstract

Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

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