Haskins Publications

Number	534
Year	1986
Drawer	9
Entry Date	11/18/1999
Authors	Katz, R.
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Publication	Cognition, 22, 225-257.
url	http://www.haskins.yale.edu/Reprints/HL0534.pdf
Abstract	Examined whether poor readers have object-naming deficits as a consequence of phonological deficiencies in establishing complete representations in long-term memory and in processing these representations. This hypothesis was supported in an initial experiment that required 33 3rd-grade children to name pictured objects. The poor readers were less accurate than the good readers in labeling the objects. Their difficulty was particularly marked on objects with low-frequency names and those with polysyllabic names. In Exp II with 31 Ss from Exp I, poor readers had difficulty making decisions based on the length of object names, even when it could be established that they knew the names. This suggests that they lack explicit awareness of the correspondence between the units of phonological representations and the units of speech. Findings support the hypothesis that the difficulties of poor readers reflect common stages in the processes that underlie reading and naming.
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