Good and poor readers at two grade levels were presented with zero-order and fourth-order approximations of English words. They were directed to select the one item in each pair that was most wordlike. Results show significant differences were found between older poor readers and younger good readers whose reading ability was equivalent. These results were interpreted as providing support for the hypothesis that orthographic sensitivity is a direct function of reading achievement level, not age or school experience in general.
References
1.
GibsonE.J.OsserH.PickA.D.A study of the development of grapheme-phoneme correspondences. Journal of Verbal Learning and Verbal Behavior, 19632, 142–146.
2.
LeftonL.A., Guessing and the order of approximation effect. Journal of Experimental Psychology, 1973, 101, 401–403.
3.
LeftonL.A.SpraginsA.B.Orthographic structure and reading experience affect the transfer from iconic to short-term memory. Journal of Experimental Psychology, 1974, 103, 775–781.
4.
LeftonL.A.SpraginsA.B.ByrnesJ.English orthography: relation to reading experience. Bulletin of the Psychonomic Society, 1973, 2, 282–282.
5.
MillerG.A.BrunerJ.S.PostmanL.Familiarity of letter sequences and tachistoscopic identification. Journal of General Psychology, 1954, 50, 129–139.
6.
NewhortD.J.K.Familiarity of letter sequences, response uncertainty and the tachistoscopic recognition experiment. Canadian Journal of Psychology, 1967, 21, 309–321.
7.
NilesJ.GrunderA.WimmerC.The effect of grade level and school setting on the development of sensitivity to orthographic structure. In PearsonP.D. (Ed.) Reading: theory, research and practice. Clemson, SC: National Reading Conference, 1977.
8.
RosinksiR.WheelerK.Children's use of orthographic structure in word discrimination. Psychonomic Science, 1972, 26, 97–98.
9.
1970. Peabody Individual Achievement Test, Circle Pines, Minn.: American Guidance Service.
10.
1965. Peabody Picture Vocabulary Test, Circle Pines, Minn.: American Services.
