Dyslexia is linked to phonological processing because children with dyslexia are apt to have deficits in phonological processing. To identify a child’s deficits in phonological processing, it’s important to understand its parts. Phonological Processing is a term used for a category of four oral language processing abilities related to the sounds in words, to associate those sounds with letters, and to read. These four oral language abilities are verbal short-term memory, rapid serial naming, articulation speed, and phonological awareness. Verbal short-term memory involves the ability to remember letter sounds and blend those sounds into words. Children who struggle with verbal short-term memory may remember letter sounds, but not long enough
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The phonemes are less sharply defined. As a result of this weakness, children have difficulty breaking the reading code (Shaywitz, 2003). Phonemic awareness is the awareness of individual speech sounds and the ability to manipulate, combine, or isolate those sounds in words. It is the foundation for reading. All children must develop phonemic awareness to become readers. However, children with dyslexia are likely to struggle with phonemic awareness. Children are building the neural pathways in their brain that link spoken sounds to printed letters that make them. They must understand that speech is made up of sounds, these individual sounds (phonemes), are connected to the letters of the alphabet, and letters create written word. For a dyslexic reader, the process is the same but differs from a typical reader by time and effort involved. Research from the National Institute of Child Health and Human Development suggests the importance of phonemic awareness instruction in the early stages of learning to read. When children realize that spoken words can be pulled apart into individual sounds (phonemes), they have developed phonemic awareness. Instruction with phonemic awareness can change the way the brain works during reading. The next step is to make the connection between printed letters and their sound(s). The ability to name letters directly corresponds to the ability to learn letter sounds. Knowledge of letter naming also helps students to read unfamiliar words since many letter sounds are embedded in the letter’s name. Children now have a strategy to blend letters together to read
The phonemes are less sharply defined. As a result of this weakness, children have difficulty breaking the reading code (Shaywitz, 2003). Phonemic awareness is the awareness of individual speech sounds and the ability to manipulate, combine, or isolate those sounds in words. It is the foundation for reading. All children must develop phonemic awareness to become readers. However, children with dyslexia are likely to struggle with phonemic awareness. Children are building the neural pathways in their brain that link spoken sounds to printed letters that make them. They must understand that speech is made up of sounds, these individual sounds (phonemes), are connected to the letters of the alphabet, and letters create written word. For a dyslexic reader, the process is the same but differs from a typical reader by time and effort involved. Research from the National Institute of Child Health and Human Development suggests the importance of phonemic awareness instruction in the early stages of learning to read. When children realize that spoken words can be pulled apart into individual sounds (phonemes), they have developed phonemic awareness. Instruction with phonemic awareness can change the way the brain works during reading. The next step is to make the connection between printed letters and their sound(s). The ability to name letters directly corresponds to the ability to learn letter sounds. Knowledge of letter naming also helps students to read unfamiliar words since many letter sounds are embedded in the letter’s name. Children now have a strategy to blend letters together to read