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Phonological representations in poor readers

According to the ‘phonological deficit hypothesis’, problems in reading and spelling in dyslexic persons are due to poor representations of sounds in long term memory. As a result, the acquisition of the grapheme-phoneme correspondence and word decoding is assumed to be difficult. In this paper we describe a perception experiment to find evidence for poor phonological representations in 9-13 year old pupils who perform poorly in reading. The experiment is a two-alternative forced choice task in which subjects had to identify an intervocalic consonant in clean and noisy conditions. The results support the phonological deficit hypothesis but do not provide unique cues for the precise manifestation of this deficit. Between normal and poor readers, significant differences have been found with respect to reaction times, but not to accuracy.