ERIC Number: ED108189
Record Type: RIE
Publication Date: 1975-May
Reference Count: 0
Visual Discrimination: Implications for Reading Readiness and Word Recognition.
Santa, Carol M.
Two experiments were conducted with children to determine the units of word perception used in recognizing isolated words. In the first experiment, kindergarten children practiced visually discriminating whole words (big, pig, dig), single letters (b, p, d), or geometric forms (triangle, circle, square) before learning to read three words (big, dig, pig). The children having whole word discrimination read the words more accurately than those under other conditions. The purpose of the second experiment was to determine if spelling patterns also operate in recognizing isolated words. The experiment involved a same-different reaction-time design in which second graders decided if a word semantically matched a picture. The words were typed with spaces that either preserved possible spelling patterns (bl ast) or were inconsistent with proposed units (b last). Reaction time to the "bl ast" condition was approximately 300 milliseconds faster than to the "b last" stimuli. No differences in reaction time occurred between the control (blast) and "bl ast" conditions. Both experiments showed that units larger than single letters seem to be used by children in word recognition. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (20th, New York City, May 13-16, 1975)