18.3588, Confs: Applied Ling, Cognitive Science, Phonology/USA

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LINGUIST List: Vol-18-3588. Fri Nov 30 2007. ISSN: 1068 - 4875.

Subject: 18.3588, Confs: Applied Ling, Cognitive Science, Phonology/USA

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1)
Date: 27-Nov-2007
From: David Braze < braze at haskins.yale.edu >
Subject: The Phonological Deficit Hypothesis

 

	
-------------------------Message 1 ---------------------------------- 
Date: Fri, 30 Nov 2007 15:40:07
From: David Braze [braze at haskins.yale.edu]
Subject: The Phonological Deficit Hypothesis 
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The Phonological Deficit Hypothesis 

Date: 09-Jul-2008 - 09-Jul-2008 
Location: Asheville, NC, USA 
Contact: David Braze 
Contact Email: braze at haskins.yale.edu 
Meeting URL: http://www.triplesr.org/conference 

Linguistic Field(s): Applied Linguistics; Cognitive Science; Phonology 

Meeting Description: 

A symposium honoring the career of Donald P. Shankweiler 'The Phonological
Deficit Hypothesis: How Well Has It Withstood the Test of Time (and Evidence)?'
will be held on July 9, 2008. The symposium will be held in conjunction with the
annual meeting of the Society for the Scientific Study of Reading (July 10-12,
2008, http://www.triplesr.org/conference ) at the Crowne Plaza Hotel in
Asheville, NC. 

A Symposium Honoring the Career of Donald P. Shankweiler

The Phonological Deficit Hypothesis: How Well Has It Withstood the Test of Time
(and Evidence)? 

The Phonological Deficit Hypothesis, first proposed in the 1970's by Donald
Shankweiler and his colleague Isabelle Liberman, has been the leading
explanation of difficulties in reading abilities for several decades. The
hypothesis posited that underlying impairment in the phonological system
accounts for the characteristic difficulties struggling readers encounter with
phoneme awareness, decoding, spelling and word recognition, with secondary
consequences for reading comprehension. In particular, weaknesses in the
phonological processes and/or representations serving speech perception, speech
production, and verbal memory were hypothesized to be causally related to
individual differences in reading aptitude.

In the decades since, this theory has directly and indirectly influenced much of
the research in the field of reading, as well as attendant shifts in educational
policies and practices. Research pursuits have expanded to include sophisticated
studies of behavioral, genetic, and neurological factors linked with reading
development and reading disabilities. In this symposium, advances in research
and theory will be reviewed to assess the adequacy and completeness of the
Phonological Deficit Hypothesis as an account of reading disabilities.

Speakers will include: Dave Braze, Brian Byrne, Hugh Catts, Carsten Elbro, Carol
Fowler, Dick Olson, Charles Perfetti, Ken Pugh, Hollis Scarborough, David Share,
& Maggie Snowling.






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