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Pseudoword repetition ability in learning-disabled children

Published online by Cambridge University Press:  28 November 2008

H. Gerry Taylor,
Debra Lean and
Sybil Schwartz
H. Gerry Taylor*
Affiliation:
Department of Pediatrics, Case Western Reserve University; and Rainbow Babies and Childrens Hospital
Debra Lean
Affiliation:
The Clarke Institute of Psychiatry
Sybil Schwartz
Affiliation:
McGill-Montreal Children's Hospital Learning Centre
*
H. Gerry Taylor, Ph.D., Department of Pediatrics, Rainbow Babies and Childrens Hospital, 2101 Adelbert Road, Cleveland, OH 44106
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Abstract

A test of pseudoword repetition was developed and administered to a group of 24 learning-disabled children. Twenty nondisabled children were also assessed. The major objective was to investigate associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing, as well as on measures of academic achievement. Results revealed that the repetition procedure had good psychometric characteristics, including the ability to distinguish disabled and nondisabled groups independent of IQ. Within the learning-disabled sample, repetition ability was more closely related to reading and spelling skills than to math achievement. Measures of phonological skill were moderately associated with one another. Findings suggest that the repetition task may be useful in identifying one important correlate of childhood learning disabilities. Results justify further research on the mechanisms responsible for repetition difficulties and on the significance of these difficulties for reading and spelling acquisition.

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Type
Articles
Information
Applied Psycholinguistics , Volume 10 , Issue 2 , June 1989, pp. 203 - 219
Copyright
Copyright © Cambridge University Press 1989

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References

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