Poor children learning to read do not have trouble with auditory discrimination but do have trouble with phoneme recognition
The present study confirms the hypothesis, derived from the research of M. A. Wallach and L. Wallach (1976) and L. Wallach and M. A. Wallach (1976), on teaching disadvantaged children to read, that the troubles poor children frequently have with sounds stem not from deficiencies in auditory discrimination but from inadequate skill in phonemic analysis. Almost all of 76 disadvantaged and 70 middle-class kindergarten-age Ss could readily hear phoneme differences in words, as indicated by their ability to respond differentially to words that differed only in single phonemes, which were similar. On the other hand, almost all of the disadvantaged Ss, but almost none of the middle-class Ss, did very poorly on tasks involving phonemic analysis of words (e.g., indicating whether given sounded phonemes occurred in various spoken words). (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1977 American Psychological Association.
Wallach, L; Wallach, MA; Dozier, MG; Kaplan, NE
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