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An Examination of Phonemic Processing Abilities in Children During Their First-Grade Year

David P. Hurford received his PhD from the Department of Psychology, University of Akron, and is currently an assistant professor of psychology at Pittsburgh State University.

Lorri J. Darrow

Lorri J. Darrow, Terry L. Edwards, Charles R. Mote, and Paula Coffey are graduate students at Pittsburgh State University, and Carol J. Howerton and Joel D. Schauf are undergraduate students. Address: David P. Hurford, Department of Psychology, Pittsburgh State University, Pittsburgh, KS 66762.

Terry L. Edwards

Lorri J. Darrow, Terry L. Edwards, Charles R. Mote, and Paula Coffey are graduate students at Pittsburgh State University, and Carol J. Howerton and Joel D. Schauf are undergraduate students. Address: David P. Hurford, Department of Psychology, Pittsburgh State University, Pittsburgh, KS 66762.

Carol J. Howerton

Lorri J. Darrow, Terry L. Edwards, Charles R. Mote, and Paula Coffey are graduate students at Pittsburgh State University, and Carol J. Howerton and Joel D. Schauf are undergraduate students. Address: David P. Hurford, Department of Psychology, Pittsburgh State University, Pittsburgh, KS 66762.

Charles R. Mote

Lorri J. Darrow, Terry L. Edwards, Charles R. Mote, and Paula Coffey are graduate students at Pittsburgh State University, and Carol J. Howerton and Joel D. Schauf are undergraduate students. Address: David P. Hurford, Department of Psychology, Pittsburgh State University, Pittsburgh, KS 66762.

Joel D. Schauf

Lorri J. Darrow, Terry L. Edwards, Charles R. Mote, and Paula Coffey are graduate students at Pittsburgh State University, and Carol J. Howerton and Joel D. Schauf are undergraduate students. Address: David P. Hurford, Department of Psychology, Pittsburgh State University, Pittsburgh, KS 66762.

Paula Coffey

Lorri J. Darrow, Terry L. Edwards, Charles R. Mote, and Paula Coffey are graduate students at Pittsburgh State University, and Carol J. Howerton and Joel D. Schauf are undergraduate students. Address: David P. Hurford, Department of Psychology, Pittsburgh State University, Pittsburgh, KS 66762.

The present study examined the development of reading and phonological processing abilities of 209 first graders (118 males, 91 females; mean age = 86.7 months) assessed during the first and last quarters of their first-grade year. The children were arranged into three different groups based on their Time 2 reading and intelligence data (children with and without reading disabilities, and "garden-variety" poor readers). Analyses indicated that the children with reading disabilities and the garden-variety poor readers did not differ significantly on many of the tasks, but both performed differently than the children without reading disabilities. Developmental analyses indicated that all three groups increased their reading and phonological skills; however, the gap between the performance of the children without reading disabilities and the other two groups widened from Time 1 to Time 2. The most important finding of the present study concerned the classification results of the discriminant analysis, which correctly identified the group membership of 207 of the 209 children (99.04% correct).

Journal of Learning Disabilities, Vol. 26, No. 3, 167-177 (1993)
DOI: 10.1177/002221949302600304


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