Sensitivity to orthographic structure as a function of grade and reading ability

Abstract

Good and poor readers at two grade levels were presented with zero-order and fourth-order approximations of English words. They were directed to select the one item in each pair that was most wordlike. Results show significant differences were found between older poor readers and younger good readers whose reading ability was equivalent. These results were interpreted as providing support for the hypothesis that orthographic sensitivity is a direct function of reading achievement level, not age or school experience in general. © 1978, SAGE Publications. All rights reserved.