Descriptor
| Cues | 1 |
| Decoding (Reading) | 1 |
| Elementary Education | 1 |
| High Achievement | 1 |
| Layout (Publications) | 1 |
| Low Achievement | 1 |
| Orthographic Symbols | 1 |
| Phoneme Grapheme… | 1 |
| Reading Ability | 1 |
| Reading Comprehension | 1 |
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| Frith, Uta | 1 |
| Snowling, Maggie | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedSnowling, Maggie; Frith, Uta – British Journal of Psychology, 1981
The ability of elementary children to read texts distorted to reduce sound, shape, or orthographic cues was observed. Good readers (reading age of over seven years) found distorted orthographic cues more difficult than reduced sound or shape cues. Poorer readers were not differentially affected by the three types of distortions. (Author/SJL)
Descriptors: Cues, Decoding (Reading), Elementary Education, High Achievement
