Developmental trends in the salience of meaning versus structural attributes of written words

Summary This study was designed to evaluate Gibson's contention that maximum sensitivity to the meanings of printed words does not occur until the individual has become a fluent reader. Also of interest was the degree to which reading ability would significantly influence the developmental course. These questions were evaluated by means of a sorting task which allowed subjects to group printed words on the basis of either semantic-syntactic (meaning) or graphic-phonologic (structural) attributes, and differential grouping tendencies along the age/grade continuum were the dependent measures specifically evaluated. Subjects consisted of normal and poor readers from grades 1–6, as well as ninth graders and college sophomores. The study was quasi-longitudinal in that available subjects from grades 2–5 were retested a year later to evaluate the reliability of developmental trends.Results were consistent with Gibson's theory. Sensitivity to word meanings was much more stable in fluent readers than it was in less fluent readers, although there was considerable individual variability noted at all levels. Poor readers were inclined to place words they could identify more often in meaning than in structural categories. However, structural categories that were utilized, were often idiosyncratic, suggesting that poor readers are less atuned to orthographic regularities than are normal readers.