Word Reading and Processing of the Identity and Order of Letters by Children with Low Vision and Sighted Children
Abstract:
Two aspects of word reading were investigated in two word-naming experiments: the identification of the constituent letters of a word and the processing of letter-order information. Both experiments showed qualitative differences between children with low vision and sighted children, but no quantitative or qualitative differences within the group of children with low vision.
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Copyright © 2008 American Foundation for the Blind. All rights reserved.
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