Participants were divided into each respective group depending on their age, familial background with regards to dyslexia, and pre-reading abilities; the goal of this study was to determine the importance of phonemic length discrimination ability on the general reading and spelling skills that dyslexia inhibits. One of the most important aspects of this study was the phonemic length discrimination tasks, and using those results to asses reading ability. The task contained different types of segments in order to gain information about the perception of phonemic length, both written and oral. Emergent readers and second grade children from the above groups were compared on reading time. For example, the task consisted of 22 pairs; three related pseudo-word pairs (m9k, f9k) and 19 unrelated non-word pairs, with two, three, or four syllables. Natural speech sounds were used as stimuli in the task. The same types of multisyllabic words were expected to take more reading time than
Participants were divided into each respective group depending on their age, familial background with regards to dyslexia, and pre-reading abilities; the goal of this study was to determine the importance of phonemic length discrimination ability on the general reading and spelling skills that dyslexia inhibits. One of the most important aspects of this study was the phonemic length discrimination tasks, and using those results to asses reading ability. The task contained different types of segments in order to gain information about the perception of phonemic length, both written and oral. Emergent readers and second grade children from the above groups were compared on reading time. For example, the task consisted of 22 pairs; three related pseudo-word pairs (m9k, f9k) and 19 unrelated non-word pairs, with two, three, or four syllables. Natural speech sounds were used as stimuli in the task. The same types of multisyllabic words were expected to take more reading time than