Abstract
TEN READING-DISABLED children and 20 normal readers were asked to judge which of two stimuli was more like a real word. Sixty pairs of four-letter strings were presented in three conditions: visual, aural, and bimodal. The letter strings were either real words, orthographically correct pseudowords, orthographically incorrect pseudowords, or embedded words. Each reading-disabled child was compared with two normal readers: one matched for age, and one matched for reading level. The results indicate that (a) embedded words are quite salient for beginning readers, (b) knowledge of orthographic structure is positively related to reading ability, (c) reading-disabled children are as good as normal readers at integrating visual and aural input, and (d) the increase in sight vocabulary in reading-disabled children is not accompanied by a concomitant increase in their knowledge of orthographic structure. The latter suggests that reading-disabled children are not simply developmentally delayed.
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