Discrimination of Time-Altered Sentential Approximations and Monosyllables by Children with Reading Problems

This study compared the performance of normal-reading and reading-impaired children using time-compressed three- and five-word sentential approximations to full grammaticality, and the Word Intelligibility by Picture Identification (WIPI) test presented with and without pictures. Results suggested that reading-impaired children could be differentiated from normal readers by scores on these measures and by types of errors made. Theoretical and pragmatic implications are discussed.