ERIC Number: ED253845
Record Type: RIE
Publication Date: 1984-Mar-27
Reference Count: 0
The Processing of Short Vowels, Long Vowels and Vowel Digraphs in Disabled and Non-Disabled Readers.
Calhoun, Mary Lynne; Allegretti, Christine L.
To test F. J. Morrison's conceptualization of reading disability as the failure to master the complex irregular system of rules governing sound-symbol correspondence in English (1980), a study investigated the speed with which disabled and normal readers processed short vowels, long vowels, and vowel digraphs. Subjects consisted of two groups of male students: (1) seven disabled readers in the third, fourth, and fifth grades having a mean IQ score of 103 and a mean word recognition grade equivalent score of 3.0; and (2) seven non-disabled readers in the second and third grades having a mean IQ score of 107 and a mean word recognition score of 3.1. Both groups were presented pseudoword pairs on slides and asked to identify a target word. Reaction time was measured with voice-operated relay and digital millisecond clock counter. The pseudoword pairs were formed such that each was matched with another that was identical except for one or two vowels in the medial position. When the effects of type of reader and type of letters in the medial position on reaction time were assessed, results showed no significant effects involving type of reader or type of pseudoword. An analysis of reaction times for individual words found significant differences. An inspection of the effects of practice on the reaction times found differences between disabled and non-disabled readers. The need for an empirically supported "complexity scale" is discussed. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southeastern Psychological Association (30th, New Orleans, LA, March 28-31, 1984).