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Peer reviewedBreznitz, Zvia; Share, David L. – Journal of Educational Psychology, 1992
Four experiments with 23 second graders in Haifa (Israel) tested the hypothesis that comprehension gains in fast-paced reading are attributable primarily to changes in short-term memory (STM) functioning. Results confirm the hypothesis, providing support for a causal role of STM functioning in text processing. (SLD)
Descriptors: Comparative Analysis, Elementary School Students, Foreign Countries, Grade 2
