Effect of word imagery on reading performance as a function of reader ability. created by Anthony F. Jorm

Conducted 3 experiments on the effects of word imagery, length, and frequency on reading difficulty. Ss were 27 8-10 yr old poor readers in Exp I, 24 8-11 yr old good readers in Exp II, and 10 poor and 10 good readers (mean age 9 yrs 6 mo) in Exp III. High frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either good or poor readers. The differential effect of word imagery on reading difficulty for good and poor readers is interpreted in terms of the types of reading strategy used--phonics for good readers and whole word reading for poor readers. When children are forced to learn to read words by a whole word method, word imagery predicts ease of learning for both good and poor readers.