Ptok M, Meisen R
Klinik und Poliklinik für Phoniatrie und Pädaudiologie (OE 6510), Medizinische Hochschule Hannover, Carl-Neuberg-Str. 1, 30625, Hannover, Deutschland.
HNO. 2008 Jan;56(1):73-80. doi: 10.1007/s00106-007-1583-z.
It has not yet been possible to explain definitively why some children find it especially difficult to acquire written language skills. Taking the phonological deficit theory as a basis, minimal pair reproduction, i.e. a simple phonological task, was measured in schoolchildren and compared with their spelling performance.
In a cross-sectional investigation minimal pair and/or minimal triplet reproduction (real words and nonsense words) was measured in 200 schoolchildren in the third or fourth school year. The children's marks for spelling, German and mathematics were also recorded.
There were significant correlations between performance in phonological reproduction and spelling, but not between phonological reproduction and the other marks.
These empirically ascertained data add credence to the phonological deficit theory. It appears that phonological deficits can be revealed by relatively simple tasks that concern the representation of speech sounds rather than the ability to use these sounds. This suggests that the interface between auditory/sensory and cognitive/operational processing is deficient in the children affected.
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