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Direct linkProtopapas, Athanassios; Archonti, Anastasia; Skaloumbakas, Christos – Cognitive Psychology, 2007
Stroop interference is often taken as evidence for reading automaticity even though young and poor readers, who presumably lack reading automaticity, present strong interference. Here the relationship between reading skills and Stroop interference was studied in a 7th-grade sample. Greater interference was observed in children diagnosed with…
Descriptors: Psychology, Language Skills, Word Processing, Reading Ability
Walczyk, Jeffrey J.; Wei, Min; Grifith-Ross, Diana A.; Goubert, Sarah E.; Cooper, Alison L.; Zha, Peijia – Journal of Educational Psychology, 2007
An account was tested of the development of the interplay between automatic processes and cognitive resources in reading. According to compensatory-encoding theory, with advancing skill, readers increasingly keep automatic processes from faltering and provide timely, accurate data to working memory by pausing, looking back, rereading, and…
Descriptors: Language Processing, Laboratory Schools, Semantics, Memory
Download full textvan Wyk, Gerda; Louw, Arno – Electronic Journal of e-Learning, 2008
This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether…
Descriptors: Foreign Countries, Elementary School Students, Computer Assisted Instruction, Reading Programs
