Abstract
This experiment employed two tasks to investigate the role of phonemic information in children′s silent reading. Task 1 consisted of a sentence acceptability task, and results indicated that second- and fourth-grade readers required more time to read and comprehend sentences containing repetitions of word-initial phonemes (i.e., tongue twisters) than matched control sentences. This "tongue-twister effect," observed in skilled and less skilled readers of both ages, suggests that phonemic information is activated during sentence comprehension. In Task 2, when asked to coordinate a digit memory task with the sentence acceptability task, children no longer showed effects of phoneme repetition. The disappearance of the tongue-twister effect is compared with the disappearance of phonemic confusability effects in difficult memory tasks, pointing toward memory as the locus of the tongue-twister effect.
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