摘要：Sonority, the relative measure of intensity related to openness of the vocal tract (Clements, 1990), is one variable of phonological complexity investigated in aphasie error production (Romani & Galluzzi, 2005) and training phoneme production in children with phonological disorders (Gierut, 1999). These studies investigated sonority patterns in the context of the Sonority Dispersion Principle (SDP), a principle relating to the distribution of sonority across a syllable (Clements, 1990). In studies of error production, participants demonstrated lower accuracy for syllables with “complex” sonority profiles and a tendency to change “complex” syllables into ^simple99 syllables with respect to sonority (Romani & Galluzzi, 2005). Further, in training studies with children, when “complex” consonant clusters were trained，improvement on trained clusters and generalization to “simple” consonant clusters was noted, but training ^simple^ clusters did not result in generalization (Gierut, 1999). To date, no treatment studies have systematically manipulated sonority in order to improve reading ability in acquired dyslexia. In the present study, we applied principles of phonological complexity to the training of letter-to-sound reading in acquired phonological dyslexia.
