Abstract
The present study investigated the effects of stimulus modality and familiarity upon the discrimination performance of 72 normal and retarded readers at 3 age levels. The Ss were Negro males from lower socioeconomic backgrounds. Significant differences in discrimination performance were obtained between good and poor readers of the second, fourth, and sixth grades, with the magnitude of diferences decreasing with age. For all groups, poorest performance was associated with unfamiliar visual stimuli, whereas the best discrimination was evident on familiar visual stimuli. Although the performance of the older children and better readers was superior in all tasks, the diference between reading groups was smallest with the most unfamiliar stimuli, thus suggesting that both perceptual skills and stimulus familiarity factors play a role in children's discrimination performance.
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