Abstract
The performance of inadequate (19 boys, 8 girls) and adequate (14 boys, 16 girls) readers in Grade 3 was compared on a dichotic listening task involving conflicting pairs of nonsense syllables. Both groups were more efficient in reporting correctly the material presented to the right ear than to the left ear. Adequate readers performed significantly better than inadequate readers. When the effects of the articulatory features of the stimuli were examined in subjects' performance, the important difference between the two groups was associated with the features of voicing and unvoicing of the initial consonants.
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