| This study focused upon ambiguity detection, segmentation, conservation skill, and reading achievement in sixty-nine normal achievers (5, 6, 7 and 8 year olds) and eight learning-disabled children (7, 8, and 9 year olds). The data obtained provided support for the major experimental hypotheses investigated: (1) ambiguity detection ability is a predictor of conservation skill, (2) segmentation skill is a predictor of conservation skill, (3) ambiguity detection ability is a predictor of reading skill.;Overlap in conservation skill and ambiguity detection ability was found across ages. Thus, substantial differences in reading and conservation scores for groups of children differing in ambiguity detection skill cannot be attributed to age. Also, differences in ambiguity detection for groups of children differing in conservation skill cannot be attributed to age.;The results suggest a parallel in development of ambiguity detection, segmentation, and conservation that is independent of age. To excel in any of these domains the child must adopt a reflective mode that will enable him/her to correctly judge an ambiguity, to evaluate correctly a conservation problem, or to analyze correctly a series of phonetic segments.;The underlying cognitive skill is necessary but not sufficient for the development of ambiguity detection and segmentation. Support is provided primarily by data on individual achievements for ambiguity detection or segmentation within each of the conservation subgroups. Preconservers never excelled in either metalinguistic domain. This suggests that the underlying cognitive skill is necessary for successful segmentation or ambiguity detection. However, some conservers never excelled in either metalinguistic domain. This suggests that their cognitive skill is not sufficient to predict successful ambiguity detection or segmentation. Furthermore, the cognitive and linguistic measures obtained do not provide sufficient information to explain the markedly low ambiguity detection scores obtained by the learning-disabled subjects.;Results obtained further substantiate the link between reading and metalinguistic skills.;The ability to switch from one's initial interpretation of a lexical ambiguity to the other possible interpretation ("switching skill") was examined in selected subjects. Findings suggest: (1) switching skill is a predictor of ambiguity detection skill, (2) a weaker relation exists for "switching" and either conservation ability or reading achievement than with ambiguity detection. |
