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SOUND BLENDING AND LEARNING TO READ: AN EXPERIMENTAL INVESTIGATION
Author(s) -
FARMER A. R.,
NIXON MARY,
WHITE R. T.
Publication year - 1976
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1976.tb02307.x
Subject(s) - psychology , reading (process) , sound (geography) , task (project management) , test (biology) , developmental psychology , cognitive psychology , audiology , acoustics , linguistics , medicine , engineering , paleontology , philosophy , physics , systems engineering , biology
S ummary . 60 4‐ to 6‐year‐old children were involved in two experiments, carried out to determine whether training in sound blending facilitates subsequent learning to read. Results showed (i) that children of these ages improved their performance on a sound blending post‐test, (ii) that 5‐ 6‐year‐olds performed better on a subsequent reading task than children not given sound blending training, and (iii) that 4‐ 5‐year‐old girls trained in sound blending performed better on the reading task than similarly trained boys of the same age. Rather than an overall superiority of girls on sound blending and reading, there appeared to be a specific difference between the sexes in response to training.