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We present the unusual case of LF, a normal child of average intelligence who had significant difficulties with phonological tasks. LF was studied over a period of 40 months, during which time her reading and spelling skills were consistently normal for her age. However, her nonword reading was impaired. LF shows that it is possible to develop proficient reading and spelling skills in the presence of serious phonological weaknesses. The results are discussed in the context of theories of reading development and the role of phonological processes in learning to read.

Original publication




Journal article


Cognitive Neuropsychology

Publication Date





641 - 672