Disorders of Reading and Language: Dyslexia & Language Impairment Decisions about reading instruction in the contemporary situation have shown a mounting dependence on research evidences, and scholars are showing significant interest in the study of specific language impairment (SLI) and dyslexia as developmental disorders…
In one of the most relevant studies on the role of phonology in reading acquisition, Donald Shankweiler and Anne E. Fowler address the recurring questions on the topic. “These questions concern: (1) the relevance of phoneme awareness instruction to reading; (2) the consequences of the complexity of English spelling for decisions about explicit instruction in the alphabetic code; and (3) the causes and symptoms of reading difficulties and implications for remediation” (Shankweiler and Fowler, 2004, p. 483). In this study, the authors deal with each aspect of the question and offer with convincing answers based on research evidences. In another major study on the methods of learning to read, Bradley and Bryant (1983) maintain that categorizing sounds has a casual connection with learning to read as children with reading impairment are markedly intensive to rhymes and alliterations. According to these scholars, it is important to attend to the constituent sounds of words that are to be categorized for the sake of these children. ...
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