Abstract
Thirty good readers and 30 poor readers in Grade 10 (aged 15-17) were given a series of tests to determine individual profiles of difficulty. In one test, they were asked to judge whether a single printed word was spelled correctly or not, and in another they were asked to judge whether two printed words sounded the same or not. All the poor readers showed a marked difficulty in spelling recognition, while difficulty in coding into sound was related to the lowest scores on a reading test. The very poor readers also showed prolonged reaction) times. It was concluded that inadequate visual models of words in long-term memory are characteristic of poor readers, while those with the greatest difficulty also have trouble linking the written word to internal speech models.
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