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Peer reviewedOrmrod, Jeanne E.; Cochran, Kathryn F. – Reading Research and Instruction, 1988
Tests hypotheses that reading styles of good spellers and dysgraphic spellers differs. Concludes that an underlying source of difficulty for dysgraphic spellers, one that may be related to the reading style they exhibit, is a more limited working memory capacity. (MS)
Descriptors: Dysgraphia, Higher Education, Memory, Reading Comprehension
Peer reviewedNasland, Jan Carol; Schneider, Wolfgang – European Journal of Psychology of Education, 1991
Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…
Descriptors: Elementary Education, Foreign Countries, Longitudinal Studies, Memory
