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ERIC Number: EJ836582
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1525-7401
Why Ambiguity Detection Is a Predictor of Early Reading Skill
Wankoff, Lorain Szabo; Cairns, Helen Smith
Communication Disorders Quarterly, v30 n3 p183-192 2009
This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities: ambiguity detection, conservation, lexical processing, and reading comprehension. Although intercorrelations among all four tasks were highly significant, regression analyses indicate independent contributions of processing and metalinguistic skills to ambiguity detection, which is, in turn, the sole predictor of reading comprehension. A developmental sequence is hypothesized. The authors suggest that ambiguity detection can be used to identify children who are at risk for reading failure and that training in ambiguity detection can be used in reading-readiness training and as an intervention tool. (Contains 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test