Phonological Processing Difficulties in Indonesian Dyslexic Children: A Parental Observation in the Orangtua Berbagi Community

Muhammad Aziz Fitratama

Abstract

This study investigates phonological deficits in children with dyslexia within the Orangtua Berbagi community, emphasizing the impact on language comprehension and reading skills. Utilizing a psycholinguistic perspective, the research collects structured parental observations, revealing consistent patterns of phoneme confusion, letter reversals, and decoding difficulties. These deficits significantly hinder children’s ability to accurately process and comprehend written and spoken language. Parents report emotional frustration alongside adaptive strategies such as repetition and visual aids. The findings suggest that early identification through phonological screening and active parental involvement, combined with targeted phonics-based interventions, are crucial to support the language development of dyslexic children. This community-based evidence highlights the need for increased awareness and accessible intervention services tailored to phonological challenges.

Keywords

psycholinguistic; dyslexia; phonological deficit; parental observation; language impairment

Full Text:

PDF

References

Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–89). Academic Press. https://doi.org/10.1016/S0079-7421(08)60452-1

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295X.108.1.204

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

DeWitt, I., & Rauschecker, J. P. (2012). Phoneme and word recognition in the auditory ventral stream. Proceedings of the National Academy of Sciences, 109(Suppl 2), 6358–6363. https://doi.org/10.1073/pnas.1113427109

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4

Elliot, J. G., & Grigorenko, E. L. (2014). The dyslexia debate. Cambridge University Press.

Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104

Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.

Linyang, L. (2021). An analysis of English reading comprehension from the perspective of psycholinguistics. Proceedings of the 2020 MEMIESS International Conference (pp. 270–273). Atlantis Press. https://doi.org/10.2991/assehr.k.210318.047

Latham, G. P. (2007). Work motivation: History, theory, research, and practice (2nd ed.). SAGE Publications.

Marshall, J. C., & Newcombe, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2(3), 175–199. https://doi.org/10.1007/BF01067188

Mesulam, M. M., Thompson, C. K., Weintraub, S., & Rogalski, E. J. (2015). The Wernicke conundrum and the anatomy of language comprehension in primary progressive aphasia. Brain, 138(8), 2423–2437. https://doi.org/10.1093/brain/awv154

Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed.). SAGE Publications.

Nation, K. (2017). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 22(1), 47–60. https://doi.org/10.1080/19404158.2017.1319027

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Pennington, B. F., & Olson, R. K. (2005). Genetics of dyslexia. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 453–472). Blackwell.

Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842

Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9(2), 182–198. https://doi.org/10.1016/0093-934X(80)90139-X

Tallal, P. (2000). Experimental studies of language learning impairments: From research to remediation. In D. V. M. Bishop & L. B. Leonard (Eds.), Speech and language impairments in children (pp. 131–155). Psychology Press.

Zeki, S. (1993). A vision of the brain. Blackwell Science.

DOI: https://doi.org/10.20961/transling.v5i3.108327

Refbacks

  • There are currently no refbacks.