ABSTRACT
This chapter is concerned with how differences in reading skill are related to differences in the use of visual-orthographic and phonological information in word recognition and in comprehension. It provides two experiments, one on word recognition, and one on comprehension, which are designed to examine the relationships between reading skill and the ability to use visual and phonographic strategies. The chapter explains to the use of visual-orthographic information as a visual strategy and to the use of phonological information as a phonographic strategy. It suggests that children who differ on a standard test of reading comprehension also differ in the strategies they use in recognizing printed words. The children were tested individually and were given about 20 practice trials in order to acquaint them with the procedure and apparatus. Boder investigated the use of visual and phonographic strategies by a group of children identified as having severe developmental dyslexia.
