Phonological processing refers to the mental operations for information processing based on the phonological structure of oral language, which permit the decoding of words during reading and writing (19).
Working memory is another important component of Phonological Processing that is responsible for the storage and temporary manipulation of the information needed during the execution of complex cognitive tasks (20).
The findings showed that WM performance is impaired significantly by irrelevant speech, whether from the same or different language as the memorized words (Colle & Welsh, 1976; Salame and Baddeley, 1982), and that interference does not depend on the phonological similarity between memorized and interpolated items (Jones & Macken, 1995; Larsen et al., 2000; LeCompte & Shaibe, 1997; but see Eagan & Chein, 2012).
One possibility may be that irrelevant sounds somehow disrupt phonological codes within WM (interference-by-content), but interferences seem to concern serial order processes (interference-by-process), that is, irrelevant changing sounds are likely to interfere with seriation processes in WM (Beaman & Jones, 1997, 1998; Jones & Macken, 1993; Jones et al., 1992; Jones & Tremblay, 2000; Page & Norris, 2003; Tremblay et al., 2012).
As illustrated in Figures 2 to 5, teachers can use manipulative materials, such as wooden spelling blocks, to engage children in systematic
phonological manipulations, first orally, and then with the written alphabetic system.
The verbal efficiency theory and related lexical quality hypothesis [3-6], as well as the connectionist model of reading [7], make the case that to be a successful reader
phonological, orthographic, and semantic representations must be efficiently integrated.
As
phonological transcription /sa:te/ or /kopras/ would be completely justified, but hardly as a normalized phonetic one.
Given the positive results of
phonological training, it is important to bear in mind that the average improvement of groups in response to any intervention can hide substantial individual differences (Gustafson, Ferreira & Ronnberg, 2007; Poskiparta, Niemi, & Vauras, 1999; Vellutino et al., 1996).
The core feature of dyslexia, consistently and systematically found in case studies and study groups, even when compared to controls with same reading skill levels, is the deficit of
phonological awareness and on the
phonological route of reading (Bogliotti, Serniclaes, Messaoud-Galusi & Charolles, 2008).
It demonstrates that
phonological units and
phonological grammars are both essentially rooted in human biopsychology.
