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Direct linkWebb, Tessa M.; Beech, John R.; Mayall, Kate M.; Andrews, Antony S. – Journal of Experimental Child Psychology, 2006
The relative importance of internal and external letter features of words in children's developing reading was investigated to clarify further the nature of early featural analysis. In Experiment 1, 72 6-, 8-, and 10-year-olds read aloud words displayed as wholes, external features only (central features missing, thereby preserving word shape…
Descriptors: Word Recognition, Children, Prereading Experience, Reaction Time
Peer reviewedKatz, Robert B.; And Others – Journal of Experimental Child Psychology, 1981
Examined the hypothesis that good and poor readers would differ in their ability to order stimuli that can be easily recoded as words and stored in phonetic form, but not in their ability to order nonlinguistic stimuli that do not lend themselves to phonetic recoding in short-term memory. (Author/DB)
Descriptors: Beginning Reading, Children, Elementary Education, Pattern Recognition
