Abstract
Past research has indicated possible links between phonological difficulty, speech production variation, and reading problems. This study examines the relations between spelling ability (a measure of reading ability for first graders), on the one hand, and the variability of vowel production, on the other, of poor and good readers in the first grade. The focus of this study was to examine the variability of vowel formant frequencies in real and nonsense words produced in random order by poor and good readers. The vowels chosen for this study are /ɪ/, /ε/, and /æ/, occurring in real words (/bVt/) and nonsense (/bVp/) monosyllabic words. Vowel duration and F1 and F2 frequencies, at vowel onset and at 50-ms intervals through the vowel, will be compared for the poor and good readers (spellers), to determine if the word-status of read items affects production variability. [Work supported by U.S. Dept. of Education, McNair Scholars Program.]
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