Descriptor
| Comparative Analysis | 2 |
| Reading Achievement | 2 |
| Visual Learning | 2 |
| Aural Learning | 1 |
| Beginning Reading | 1 |
| Educational Psychology | 1 |
| Grade 1 | 1 |
| Learning Modalities | 1 |
| Memory | 1 |
| Phonics | 1 |
| Psycholinguistics | 1 |
| More ▼ | |
Source
| British Journal of… | 1 |
Author
| BATEMAN, BARBARA | 1 |
| Hicks, Carolyn | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Illinois Test of… | 2 |
| Metropolitan Readiness Tests | 1 |
What Works Clearinghouse Rating
Peer reviewedHicks, Carolyn – British Journal of Educational Psychology, 1980
Four experiments were carried out to examine the different recall strategies employed in a diagnostic test of visual sequential memory. The principal implication of the results is that good and poor readers may not differ with respect to visual memory but in their ability to employ a verbal labeling strategy. (Author/KC)
Descriptors: Comparative Analysis, Educational Psychology, Learning Modalities, Memory
Download full textBATEMAN, BARBARA – 1967
THE VIEW THAT READING IS A ROTE, AUTOMATIC, CONDITIONED, NONMEANINGFUL PROCESS WHICH PRECEDES (THUS IS SEPARABLE FROM) COMPREHENSION IS CORROBORATED IN A TWO-PART INVESTIGATION. IN PART I, EVIDENCE IS PRESENTED TO SUPPORT THE POSITION THAT READING IS A NONMEANINGFUL PROCESS. IN PART II, A STUDY OF THE EFFICACY OF AN AUDITORY APPROACH TO…
Descriptors: Aural Learning, Beginning Reading, Comparative Analysis, Grade 1
