ERIC Number: ED334538
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Implications for Reading Skills of Developing Abilities to Automatize Name Retrieval under Varied Conditions.
Bowers, Patricia Grieg
A study investigated how knowledge of a word's meaning, phonology, and orthography influences who will become a poor reader and who will develop adequate skill. Subjects (38 students from a small Ontario, Canada, city) were selected in grade 2 for their poor reading ability and followed until they reached grade 4. Conditions were devised in which latency for naming single digits or letters presented on a computer screen were compared to naming latency for a target digit or letter when it was embedded in an array of symbols which were either relevant or irrelevant to the subsequent item to be named. Nine of the 38 subjects remained poor readers in grade 4. Findings suggest that no one difficulty will lead to the status of a poor reader; instead, early strength in semantic, orthographic, or phonological processes may help to develop reading despite other deficits. (Eight tables and two figures of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Naming Response; Ontario
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-21, 1991).