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? ??? ????? ?? ?? ???? ??? ??? ???? ??? ??? ???? ???? ??? ??? ??????? ??? ???? ?? ??? ??-?? ????(spelling-to-sound correspondence)? ?????. ?? ???? ???? ???? 3?? ??? ???? ????? ??? ????? ?? ? ?? ??(????, ?????, ?????)? ?? ??-?? ????? ??? ?? ??????? ????? ?? ????? ????? ??? ? ??? ????, ?? ?? ? ?????? ??? ?? ??? ??? ??? ?? ??? ?? ? ? ??? ????. ?? ??????? ????? ?? ?????? ?? ??? ?????? ????????? ???? ??? ???. ?? ???? ??????? ????? ??? ????? ?? ????? ???? ??? ??? ????, ??? ????? ???? ????????? ??? ????. ?? ?? ???? ??? ????? ?? ?????? ??? ??? ????.

The purpose of the present study was to examine the possible relationship between visual and phonological deficits in reading disability. The ability of spelling-to-sound correspondence between the four reading groups : 12 transient deficient (TD) disabled readers, 12 transient normal(TN) disabled readers, 12 transient deficient age matched good readers and 12 transient normal age matched good readers was compared. The task was to read aloud equally familiar sets of regular and irregular words, as well as a set of non-words. Disabled readers showed larger disacrepancies between regular and irregular words than normal readers, but the reading disabled children with a transient deficit showed a much larger discrepancy than the transient normal, reading disabled children. These findings suggest that disabled readers have more difficulty in using phonological or spelling-to-sound correspondence information for word recognition, and that reading disabled children with a transient deficit are likely to have a phonological deficit as well as a visual deficit. Disabled readers also performed more poorly on non-words than normal readers, suggesting that they cannot, or do not use phonological information in approaching new stimuli. However, reading disabled children with a transient deficit did not show a significant difference from transient normal, reading disabled children on the task of non-words recognition. This result suggests that a phonological deficit is the main cause of reading disability, but independent of the transient deficit. It also suggests that some reading disabled children might have a visual problem as well as a phonological problem.