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Peer reviewedVellutino, Frank R.; Scanlon, Donna M. – Journal of Experimental Child Psychology, 1985
Examines the hypothesis that poor readers will have much greater difficulty in recalling abstract words than will normal readers but will closely approximate normal readers in recalling concrete words. The hypothesis was confirmed at the second-grade level but not at the sixth-grade level. (Author/CB)
Descriptors: Abstract Reasoning, Children, Elementary Education, Grade 2
