{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,4]],"date-time":"2026-07-04T12:03:56Z","timestamp":1783166636124,"version":"3.54.6"},"reference-count":50,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[1990,4,1]],"date-time":"1990-04-01T00:00:00Z","timestamp":638928000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1990,4]]},"abstract":"<jats:p>The performance of 38 male third- and fourth-grade reading disabled\/poor decoders and above-average readers\/good decoders was compared on a series of six measures of phonological awareness, including tasks that required the ability to segment, blend, and manipulate phonemes. Performance on these tasks was also correlated with phonetic decoding of pseudo words. Significant but varying intercorrelations were obtained among tasks in both groups. For the poor decoders, deletion was the most highly correlated with the other tasks. However, all good decoders performed at ceiling level on this task. For the poor decoders, deletion was significantly correlated with phonetic decoding (r=.74 and r =. 78 for timed and untimed decoding measures, respectively). While all good decoders had good phonological awareness, not all those with good phonological awareness were good decoders. The results suggest that tasks that require blending and manipulation of phonemes, in addition to segmentation, may predict decoding ability best.<\/jats:p>","DOI":"10.1177\/002221949002300407","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"240-247","source":"Crossref","is-referenced-by-count":24,"title":["Phonological Awareness Tasks as Predictors of Decoding Ability"],"prefix":"10.1177","volume":"23","author":[{"given":"Orna","family":"Lenchner","sequence":"first","affiliation":[{"name":"Orna Lenchner received her PhD in special education from the University of California, Santa Barbara, and completed a postdoctoral research fellowship at the Mailman Center for Child Development, University of Miami. Her recent research is on phonological awareness in individuals with mental retardation."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Michael M.","family":"Gerber","sequence":"additional","affiliation":[{"name":"Michael M. Gerber is a professor of special education at the University of r California, Santa Barbara."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Donald K.","family":"Routh","sequence":"additional","affiliation":[{"name":"Donald K. Routh is a professor of psychology at the University of Miami. Address: Donald K. Routh, Department of Psy-> chology, University of Miami, PO Box 248185, \/ Coral Gables, FL 33124."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[1990,4,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.2307\/747381"},{"key":"atypb2","first-page":"271","volume-title":"Language learning disabilities in school-age children","author":"Blachman, B.A.","year":"1984"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1038\/271746a0"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1038\/301419a0"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-8279.1964.tb00620.x"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1037\/h0034586"},{"key":"atypb7","first-page":"63","volume-title":"Reading research: Advances in theory and practice","author":"Ehri, L.C.","year":"1979"},{"key":"atypb8","first-page":"165","volume-title":"Educational psychology in the 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