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Segmental awareness and dyslexia: Is it possible to learn to segment well and yet continue to read and write poorly?

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Abstract

This study is focused on the relationship between the development of segmental awareness and dyslexia. More specifically we have tried to address the question, is it possible to learn to segment well and yet continue to read and write poorly? For this purpose, 14 second and third grade dyslexic children were assigned to three different training programs. Those who participated in the first two programs were taught the skills required to use the phonemes, while those in the third program, who served as a pseudo-control group, were given the exercises in perceptual and psychomotor activities. After the training program, children who had received the first two training programs reached a level of performance similar to that of normal readers in different tasks of segmentation of phonemes. The improvements observed in these tasks were correlated in dictation but not in reading, where there was no difference after training.

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Correspondence to Emilio Sanchez.

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Sanchez, E., Rueda, M.I. Segmental awareness and dyslexia: Is it possible to learn to segment well and yet continue to read and write poorly?. Read Writ 3, 11–18 (1991). https://doi.org/10.1007/BF00554561

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Keywords

  • Dyslexia
  • instruction on segmental awareness
  • segmental awareness