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Inquiry into the Nature and Function of Auditory Segmenting Abilities: In Search of the Roots of Reading

Chapter
Part of the Springer Series in Language and Communication book series (SSLAN, volume 28)

Abstract

My interest in the role of auditory segmenting in reading acquisition was sparked, in part, by an evaluation of a reading problem in the Syracuse University reading clinic in 1972. An 8-year-old nonreader had been referred to us. We found that he had adequate, though somewhat immature, oral language but seemed to have little understanding of the organization of print on a page. As a doctoral student at Cornell University a year or two earlier, I had read A Basic Research Program on Reading and was particularly intrigued by a study reported by Baldwin and Baum (1963). They had examined the interruptability of spoken sentences among 3- to 5-year-olds and concluded that the phrase was probably the basic psychological unit of meaning among children under five. Children younger than 5 found it virtually impossible to stop or interrupt the recitation of a sentence once begun. Only kindergartners in this study (age 5 to 5 1/2 years) seemed able to stop their retelling at will, when cued by a predetermined signal.

Keywords

Word Recognition Reading Comprehension Reading Instruction Reading Achievement Reading Acquisition 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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© Springer-Verlag New York Inc. 1991

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