Abstract
The experiment reported here used the release-from-proactive-inhibition paradigm to explore encoding differences between normal readers and reading-disabled children. The two groups performed comparably when the dimension of similarity was semantic or phonetic. Differences in performance were found with visually similar words. These data converge with those from other recent reports to raise serious questions about a strong form of the phonetic coding deficiency hypothesis of specific reading disability.
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We sincerely appreciate the cooperation of John S. Reynolds, Anne Yelton, and the teachers, students, and parents of the Reidsville, NC, schools.
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Hunt, R.R., Badawi, I. Further evidence on coding in reading-disabled children. Bull. Psychon. Soc. 23, 223–226 (1985). https://doi.org/10.3758/BF03329833
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DOI: https://doi.org/10.3758/BF03329833