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Peer reviewedHammill, Donald D.; Mather, Nancy; Allen, Elizabeth A.; Roberts, Rhia – Journal of Learning Disabilities, 2002
This study investigated the relative importance of semantic, grammatical, phonological, and rapid naming abilities in predicting word identification skills in 200 children (grades 1-6) using correlation, factor analysis, multiple regression, and predictive outcome analysis techniques. Composite measures of these abilities correlated significantly…
Descriptors: Elementary Education, Grammar, Phonology, Predictive Measurement
Peer reviewedLee, Carolyn P.; Obrzut, John E. – Journal of Learning Disabilities, 1994
This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…
Descriptors: Age Differences, Classification, Cognitive Processes, Elementary Education
