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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ627010
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-4805
Implicit and Explicit Awareness of a Phonics Rule in the Word Recognition of Students with and without Learning Disabilities.
McNamara, John K.; Wagner, Jim
Alberta Journal of Educational Research, v47 n1 p57-74 Spr 2001
Students aged 10-12, with and without learning disabilities, acquired knowledge implicitly about pseudoword pronunciation governed by one of two phonics rules. They were then asked to verbalize explicitly about the acquired knowledge. Students did not differ significantly in implicit knowledge capabilities, but student with and without learning disabilities did differ on explicit knowledge scores. (Contains 29 references.) (Author/SV)
Descriptors: Cognitive Processes, Language Processing, Learning Disabilities, Metalinguistics, Phoneme Grapheme Correspondence, Phonics, Preadolescents
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A