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Peer reviewedMassaro, Dominic W.; Taylor, Glen A. – Journal of Educational Psychology, 1980
A perceptual-recognition task was used to assess whether utilization of orthographic structure in letter recognition varies with reading ability. Good and poor college readers showed equally large effects of orthographic structure on task accuracy, whereas poor sixth-grade readers did not. (Author/GK)
Descriptors: College Students, Grade 6, Higher Education, Intermediate Grades
