Importance of task difficulty in determining role of phonological skills for reading outcomes

Phonological deficit in dyslexia has been extensively researched in many languages of different typologies and writing systems and there is general agreement that there are three main aspects of phonological difficulties that characterize this specific reading disorder: a) poor phonological awareness (PA), b) poor phonological short-term memory (PWM) and c) slow lexical access (often measured with naming speed tasks - RAN). Phonological skills are not the only well-established predictors of reading and many of the relations between different constructs are dependent on age, reading difficulties, language, and formal education systems. Some research shows that use of more complex tasks can show more variance in phonological skills (PS), for example using spoonerism tasks for PA (e.g. de Jong & van der Leij, 2003). Using more varied and complex measures to assess PS could help determine more precisely the role of PA, PWM and RAN in reading – which was the purpose of this research. Specific research question was: What is the contribution of PA, PWM and RAN to reading outcomes (word and pseudoword reading accuracy and speed) when assessed with more complex tasks? Sample consisted of 46 typical readers (M_age=9;10; 57% F, 43% M) attending 3^rd and 4^th grade. Students were assessed on multiple PA, PWM and RAN tasks as well as word and pseudoword reading accuracy and rate. Multiple linear regressions were conducted for different reading outcomes to determine the contribution of different PS. Results show that PA and RAN are significant contributors to word and pseudoword reading accuracy and rate with PA explaining up to 24% of the variance for word accuracy (R²=0.244, F(3, 42)=4.522, p<0.01) and RAN explaining up to 43% of variance for pseudoword rate (R²=0.426, F(3, 41)=10.141, p<0.001). Results on spoonerism and rapid picture naming tasks were significant for word and pseudoword reading accuracy and rate.

de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95(1), 22–40. https://doi.org/10.1037/0022-0663.95.1.22