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Peer reviewedRayner, Keith – Journal of Educational Psychology, 1988
Research with 32 4-, 6-, 8-, and 10-year-old British children demonstrated that children at different reading levels relied on different types of cues in recognizing words. Older children used grapheme-phoneme correspondence rules in recognizing words and were much more flexible than were beginning readers in their response patterns. (SLD)
Descriptors: Age Differences, Child Development, Children, Elementary Education
