Revisiting the phonological deficit in dyslexia: are implicit non-orthographic representations impaired?

Abstract

This study investigates whether developmental dyslexia involves an impairment in implicit phonological representations, as distinct from orthographic representations and metaphonological skills. A group of adults with dyslexia was matched with a group with no history of speech/language/literacy impairment. Tasks varied in the demands made on (implicit) phonological representations versus metalinguistic analysis/manipulation, and controlled the contribution of phonological versus orthographic representations by including both a segmental and an equivalent suprasegmental (non-orthographic) version of each task. The findings show a dissociation between metaphonological skills and implicit phonological representations, with the dyslexic group impaired in metaphonological manipulation skills in both segmental and suprasegmental tasks, but not in implicit knowledge of phonological contrasts.