This study analyzes the impact of certain cognitive processes on word and pseudoword reading in languages with different orthographic consistency (Spanish and Arabic) in the first year of Primary Education. The study was conducted with a group of 113 pupils from Algeria and another group of 128 pupils from Ecuador, from a middle-class background…

Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding…

The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The…

Two memory tasks--a constructive memory task and a semantic retrieval task--were used with groups of good and poor readers in second grade, in an effort to determine what effect, if any, memory processes have on reading. (MP)

Third grade children classified as good or poor readers were exposed to a sequential memory task under familiar and novel conditions. Recall scores were higher for good than for poor readers for novel but not familiar material. Results confirm the position that poor readers hav a deficit in applying verbal labels to certain physical stimuli. (ST)

Skilled and unskilled readers from grades 3, 5, and 7 performed one of three memory tasks on a randomized list of primary word associates. Examined reading skill differences in relation to memory skills. (BD)

Matched groups of normal and retarded readers were required to perform same/difference judgments in which the interval between standard and comparison stimuli was either 0, 1, or 6 seconds. (BRT)

Among 48 fourth graders, average readers were superior to poor readers in recall performance, use of memory strategies, and awareness of own memory processes (metamemory). However, both groups demonstrated little strategic sophistication. Across groups, significant correlations were found among strategy use, metacognitive knowledge, and recall…

Investigated the relationship between grammatical knowledge and reading ability in third grade good and poor readers. Two aspects of grammar--binding and control--were assessed to determine whether poor readers had syntactic deficits. Interpretations were assessed through a sentence-picture matching task in which picture depictions of all possible…

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)

Investigated the contribution of two working-memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled and skilled readers. Found that, compared to skilled readers, learning-disabled readers experienced constraints in the articulatory and long-term memory system, and suffered…

Good and poor sixth grade readers served as subjects. Experiment 1 tested for immediate spatial order memory of letters by giving children four or six consonants and having them place the letters in the order in which they had appeared in a just-viewed stimulus. The consonants composing the strings were either positionally redundant (R) or…

The Wickens release from proactive interference (RIP) short-term memory technique was used to study encoding with functional categories by 7-, 10-, and 19-year-old male and female subjects. (CM)

Two studies were conducted with English speakers to investigate (1) the facilitative effects of melodic features of speech, and (2) whether poor readers (without evidence of sensory defect) show a greater impairment than good readers when melodic features are made unavailable in the speech input. It was hypothesized that when melodic cues are not…