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ERIC Number: ED357323
Record Type: Non-Journal
Publication Date: 1990
Pages: 21
Abstractor: N/A
Reference Count: N/A
Differential Categorization of Words by Learning Disabled, Gifted, and Non Disabled Students.
Siegel, Janna; And Others
To understand more fully the nature of children's difficulties in reading single words, a study investigated whether learning disabled students attend to different word features than nondisabled students, and whether there is a developmental sequence in the word features focused on by disabled and nondisabled children. Word sorts were used to determine if a significant difference existed between 145 first- and fifth-grade learning disabled and nondisabled groups of children from a middle socio-economic area of northern California. Results indicated that learning disabled students were more likely to provide no response or to rely on less sophisticated responses than nondisabled peers. Results also indicated that older children were: (1) able to attend to a greater variety of word features; (2) more likely to focus on recognizable meaning; and (3) more able to use syllabication as a tool for sorting than were younger children. Findings suggest that word sorting may be not only a viable approach to diagnosis when children are attending to written words, but also a useful method for helping children focus on such salient word features as numbers and characteristics of syllables. (Six tables of data are included.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California