Tóm tắt
Reading-disabled children display a phonemic
awareness deficit when compared with normally achieving children matched for word reading
ability. However, previous research has not examined phonemic awareness deficits in
reading-disabled children when compared with children matched on pseudoword reading. This
article examines phonemic awareness ability in both a traditional design and a pseudoword
reading level match design. The results show that a group of reading-disabled children who show
typical pseudoword reading and phonemic awareness deficits in the traditional reading level
match design nonetheless have phonemic awareness skills commensurate with their level of
pseudoword reading ability.
