Abstract

This study analyzes quantitative and qualitative differences in errors made during a nonword repetition task between children with dyslexia (n = 75) and their typically developing (TD) peers (n = 75). Participants were auditorily presented with 16 nonwords based on a CVC (consonant-vowel-consonant) pattern; nonwords varied from two to five syllables in length. Verbal responses were recorded, transcribed, and consonant phonemes were analyzed according to the following error types: substitutions, omissions, insertions, and transpositions. Analyses found that children with dyslexia perform more poorly on nonword repetition as compared to their TD peers. Specifically, during this nonword repetition task children with dyslexia differed from their TD peers in overall accuracy and omission errors. Groups did not differ in the quantity and quality of substitution, insertion, or transposition errors. Findings from this study may provide insight into mechanisms underlying phonological processing in children with dyslexia. Implications for future research and clinical work are also discussed.

Degree

College and Department

David O. McKay School of Education; Communication Disorders

Rights

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