The relation between the discrimination of letter‐like forms and word recognition
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The study investigated the visual discrimination abilities of children who varied in their ability to recognize words. Measures of word recognition and intelligence were obtained on 87 first-, second-, and third grade subjects. All subjects then performed a visual discrimination task which uses artificial graphemes as stimuli. The task required subjects to match a standard grapheme with an identical form. Errors on this task were classified into six categories. A two-way multivariate analysis of covariance (grade level X word recognition skill) was performed. In the analysis intelligence test scores were covaried. The main effect for grade was significant (p.0004), while neither word recognition skill nor the grade X word recognition skill interaction approached significance. Results provide information pertinent to visual training practices in schools. © 1979 Taylor & Francis Group, LLC.
author list (cited authors)
Rupley, W. H., Ashe, M., & Buckland, P.