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ERIC Number: ED028021
Record Type: RIE
Publication Date: 1968-Apr
Reference Count: 0
The Effect of Meaning on the Measurement of the Ability to Auditorially Discriminate Sounds Contained in Words.
Neville, Donald; Bucke, Barbara
A study was conducted to examine the effects of word familiarity on auditory discrimination and the interactions of the familiarity variable with age. Thirty-seven word pairs equated in sound and length and 37 nonsense word pairs similarly equated were selected according to the maturational level at which children learn different sounds. The subjects were selected from two economically deprived schools and one nondeprived school located in a semirural district in Tennessee. Fourteen first- and second-grade pupils were chosen randomly from each school and were grouped into two sections. One section was given the word pairs first and the nonsense words second, while the other section was presented the pairs in the opposite order. Analyses of variance and T-tests were used to analyze data. It was concluded (1) that second-grade children performed better on the auditory discrimination task than first graders, (2) that meaningfulness of stimulus influenced auditory discrimination, suggesting that an expanded auditory vocabulary might account for apparently improved auditory discrimination skills, (3) that sex was not a significant factor, and (4) that the socioeconomic level bore no significant influence. A bibliography is included. (WL)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Wepman Auditory Discrimination Test
Note: Paper presented at International Reading Association conference, Boston, Mass., April 24-27, 1968.