| Number | 475 |
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| Year | 1984 |
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| Drawer | 8 |
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| Entry Date | 11/19/1999 |
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| Authors | Mann, V. A., Shankweiler, D., & Smith, S. |
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| Contact | |
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| Publication | Journal of Child Language, II, 627-643. |
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| Abstract | 18 good and 17 poor 3rd-grade readers (Verbal Comprehension subtest of the Iowa Tests of Basic Skills) participated in a sentence-repetition task, which assessed both the repetition and comprehension of relative clause sentences, to investigate the association between early reading ability, spoken sentence processing, and use of phonetic representation. Results indicate that poor readers did less well than the good readers on sentence comprehension and repetition and that their comprehension errors reflected a greater reliance on 2 sentence-processing strategies favored by young children: the minimum-distance principle and conjoined-clause analysis. In general, findings are consistent with the view that difficulties with phonetic representation could underlie the inferior sentence comprehension of poor beginning readers. The finding that poor readers placed greater reliance on immature processing strategies raises the further possibility that the tempo of their syntactic development may be slower than that of good readers. |
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