Phonetic recoding and reading difficulty in beginning readers.

ABSTRACT

The results of a recent study (Liberman, Shankweiler, Liberman, Fowler, & Fischer, 1977) suggest that good beginning readers are more affected than poor readers by the phonetic characteristics of visually presented items in a recall task. The good readers made significantly more recall errors on strings of letters with rhyming letter names than on nonrhyming sequences; in contrast, the poor readers made roughly equal numbers of errors on the rhyming and nonrhyming letter strings. The purpose of the present study was to determine whether the interaction between reading ability and phonetic similarity is solely determined by different rehearsal strategies of the two groups. Accordingly, good and poor readers were tested on rhyming and nonrhyming words using a recognition memory paradigm that minimized the opportunity for rehearsal. Performance of the good readers was more affected by phonetic similarity than that of the poor readers, in agreement with the earlier study. The present findings support the hypothesis that good and poor readers do differ in their ability to access a phonetic representation.