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Peer reviewedHowe, Mark L.; And Others – Child Development, 1985
A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)
Descriptors: Age Differences, Cognitive Processes, Comparative Analysis, Learning Disabilities
Peer reviewedJoyce, Bonnie G.; Wolking, William D. – Education and Treatment of Children, 1989
Following instruction using a stimulus equivalence procedure to teach matching of dictated picture names with printed words, two preschool children were also able to match pictures with printed words, match printed words with pictures, or match printed words with oral names. Results have implications for teaching early reading skills. (Author/DB)
Descriptors: Beginning Reading, Case Studies, Cognitive Processes, Pictorial Stimuli
