Links between reading and short memory span, slow naming time, and slow speech rate were investigated for 140 fifth and sixth grade students given a reading test and tests of the 3 variables. Reading was best predicted by naming time, followed by speech rate; prediction from memory span was weak. (SLD)

This study applied a frequency theory to measure the superiority of pictures over words in both discrimination learning and recognition memory tasks. Three groups of sixth grade students were given separate instructions before viewing slides of either common objects or words. The first group (control) was asked to study the items shown, the second…

A traditional cued recall task and an item recognition priming paradigm were used to assess the locus of associative memory difficulties in learning-disabled children. Results for 24 learning-disabled and 24 nondisabled sixth graders are discussed within the explicit and implicit memory framework of P. Graf and D. L. Schacter (1985). (TJH)

An experiment was designed to compare the speed with which normal and disabled readers in two age groups retrieved semantic information from memory. Results indicate that disabled readers need more time to retrieve categorical information from memory than normal readers. (Author/LMO)

A study examined the nature of the schematic processes for a story presented in television, text, and radio form and for a story presented to above average and average readers. The story was parsed according to J. M. Mandler and N. S. Johnson's story grammar. Schematic processing was inferred from the pattern of node memorability for the different…

Whether tasks requiring the use of explicit, rather than implicit, forms of memory are sensitive to developmental and individual differences was studied using 15 non-disabled and 15 disabled third graders and 15 non-disabled and 15 disabled sixth graders. Learning disability status and grade level factors significantly affected memory performance.…

A sample of 144 fourth and sixth graders was presented with five children's news stories, in television form or in one of three print versions. Results indicated that children who watched news on television remembered the stories better than children who read one of the three print versions, regardless of their level of reading proficiency.…

This paper examines the relationship between strategies for recall of verbal material and the reading ability of 10-to-13-year-old children. Sixty-five fifth and sixth graders, whose reading levels were determined by the Gates-MacGinitie Comprehension Test (1964), were given an orally presented word-string repetition task. While performance on…

To determine how writing, as compared to other learning activities, affects both good and poor writers' ability to remember factual information and transfer learning, a study (1) investigated the effectiveness of a writing activity requiring students to develop compositions by synthesizing information read, and (2) explored the correspondences…