Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…

The prediction of an interaction between cue type and grade was not supported in the present experiment. (Authors)

In both cued and noncued conditions, young adult and middle aged females were presented with immediate and delayed free recall tasks using historical prose passages. Results indicated there were no significant age differences and that having lived through an era helped slightly recall of that era's events. (Author/RD)

In a longitudinal study following prekindergarten children through first grade, the variables verbal memory, IQ, and speech perception together predicted 26% of growth in and 42% of the final status of phonological awareness. Results also suggest that the effect of speech perception on word decoding is mediated by phonological processing ability.…

Developmental changes in the relative dominance of three attributes of memory were investigated. (Authors)

Four experiments involving 101 first and third graders investigated developmental changes in children's knowledge about the types of strategies that are appropriate for achieving goals of comprehension or memorization. Only third graders distinguished between comprehension and memory by consistently selecting the appropriate strategy. (SLD)

Elementary school children's understanding was assessed after they read or listened to brief texts that described a scene, explained a sequence of events, or told a story. Results indicated that effectiveness in understanding depends on the fluency with which component processes of perceptual recognition, comprehension, and memory are coordinated.…

Two studies with 170 third-, 303 fifth-, and 288 seventh-graders in Heidelberg (West Germany) compared memory performance and text comprehension of groups equivalent on domain-specific knowledge of the game of soccer but differing in overall aptitude. Whether prior knowledge or overall aptitude level was more important in acquiring/using new…

Effects of task demands, age, and skill level on memory and metamemory performance were examined for 62 average and 66 low-achieving learning-disabled children. Memory improved with age and skill level, and strategic metamemory revealed age and skill-level differences, but taxonomic metamemory revealed age differences in the average group only.…

The number skills of groups of 7- to 9-year-old children with specific language impairment (SLI) attending mainstream or special schools were compared with an age and nonverbal reasoning matched group (age control [AC]) and with a younger group matched on oral language comprehension. The SLI groups performed below the AC group on every skill. They…