Spatial and contextual factors in beginning reading: Evidence for PSG-CSG complements to developing automaticity?

Abstract

Two experiments were designed to examine the development of spatial and contextual sensitivity during early reading. Second and fifth graders read second- and fifth-grade level paragraphs that were either normally typed or had the spaces between the words filled. Both groups read the second-grade paragraphs and the normally typed paragraphs fastest, while the filled fifth-grade paragraphs were read slowest. The data were interpreted as providing evidence for a skill acquisition hierarchy that attempts to resolve contradictions previously reported by Hochberg (1970), while providing a good complement to LaBerge and Samuel’s (1974) notions of automaticity.