| Abstract: | Administered a matching-to-sample task to 60 first graders under 4 conditions, 2 intra- and 2 intermodal. The 5 matching cues (letters and segments) were used differentially within the 4 conditions with the initial segment selected most frequently in all conditions. The 5 cues were also used differentially across the 4 task conditions. Cue choice was related to reading achievement in the visual-to-visual matching condition, with the good readers using the final word segment cue significantly more often than the initial and final consonant cue. The reading achievement of those selecting the reversal, initial word segment, or final word segment did not differ. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
