4.3 How Poor Phonological Skills Hinder Word Reading

Learning Intentions

After viewing this module session participants will be able to: 
    • Understand why students with phonological-core deficit make very limited progress in word-level reading
    • Identify how students with the phonological-core deficit may display different patterns depending on their level of development and instructional opportunities


Watch the session below. 

*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video. 


  • Alphabetic writing systems like English require efficient access to the phonemes in spoken language
  • Individuals with the phonological-core deficit do not naturally develop the phonological/phonemic skills they need to be efficient readers as a result of being taught an alphabetic writing system
  • Different patterns or “symptoms” of word-reading difficulties can be the result of the level of phonological development and the nature of the instructional opportunities

Reflect & Connect

How does the interpretation of word-level reading difficulties support or not support your previous understandings of reading difficulties?