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Peer reviewedKelly, Leonard P. – Perspectives in Education and Deafness, 1994
A study with 18 deaf high school students found that skills that actually contribute to reading proficiency included use of prior text information, prior knowledge, reading speed and consistency, use of active memory for function words and inflections, and correct processing of relative clauses and the passive voice. Instructional implications are…
Descriptors: Deafness, Grammar, High Schools, Prior Learning
Peer reviewedNasland, Jan Carol; Schneider, Wolfgang – European Journal of Psychology of Education, 1991
Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…
Descriptors: Elementary Education, Foreign Countries, Longitudinal Studies, Memory
