| Number | 701 |
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| Year | 1990 |
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| Drawer | 13 |
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| Entry Date | 11/15/1999 |
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| Authors | Bentin, S., Deutsch, A., & Liberman, I. Y. |
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| Contact | |
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| Publication | Journal of Experimental Child Psychology, 48, 147-172. |
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| Abstract | Examined the effect of syntactic context on auditory word identification and on the ability to detect and correct syntactic errors in speech in 28 native Hebrew-speaking undergraduates (Exp 1), in 19 severely reading disabled children (aged 9.7-24 yrs) and 15 good readers in Grade 4 (Exp 2), and
in 30 good and poor readers selected from the normal distribution of 4th graders (Exp 3). The severely disabled readers were inferior to both good and poor readers in syntactic awareness and in ability to use syntactic rules; poor readers were equal to good readers in syntactic awareness but were relatively impaired in using syntactic knowledge productively. |
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| Notes | |
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