ERIC - Search Results

Publication Date

In 2025	0
Since 2024	0
Since 2021 (last 5 years)	0
Since 2016 (last 10 years)	0
Since 2006 (last 20 years)	1

Descriptor

Auditory Perception	4
Reading Difficulties	4
Visual Perception	4
Elementary School Students	2
Reading Ability	2
Attention	1
Auditory Tests	1
Classification	1
Cognitive Development	1
Data Analysis	1
Developmental Tasks	1
Difficulty Level	1
Incidental Learning	1
Learning Disabilities	1
Learning Modalities	1
Memory	1
Pattern Recognition	1
Phoneme Grapheme…	1
Phonology	1
Reaction Time	1
Reading Comprehension	1
Reading Skills	1
Semantics	1
Semiotics	1
Sensory Integration	1
More ▼

Source

Child Development

Author

Betjemann, Rebecca S.	1
Blank, Marion	1
Keenan, Janice M.	1
Pelham, William E.	1
Vande Voort, Lewis	1

Publication Type

Journal Articles	2
Reports - Research	2

Education Level

Audience

Location

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Showing all 4 results Save | Export

Phonological and Semantic Priming in Children with Reading Disability

Peer reviewed

Direct link

Betjemann, Rebecca S.; Keenan, Janice M. – Child Development, 2008

Lexical priming was assessed in children with reading disability (RD) and in age-matched controls (M= 11.5 years), in visual and auditory lexical decision tasks. In the visual task, children with RD were found to have deficits in semantic (SHIP-BOAT), phonological/graphemic (GOAT-BOAT), and combined (FLOAT-BOAT) priming. The same pattern of…

Descriptors: Reading Difficulties, Reading Skills, Semantics, Semiotics

Selective Attention Deficits in Poor Readers? Dichotic Listening, Speeded Classification, and Auditory and Visual Central and Incidental Learning Tasks.

Peer reviewed

Pelham, William E. – Child Development, 1979

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

Descriptors: Attention, Auditory Perception, Classification, Cognitive Development

The Effects of Stimulus Complexity and Sensory Modality on Reaction Time in Normal and Retarded Readers

Peer reviewed

Blank, Marion; And Others – Child Development, 1975

Intra- and crossmodal performance of normal and retarded third-grade readers were compared in a reaction-time task. Results suggest that the demands of stimulus complexity within the visual modality rather than the demands of crossmodal shifting were related to reading ability. (Author/ED)

Descriptors: Auditory Perception, Difficulty Level, Elementary School Students, Learning Modalities

Development of Audiovisual Integration in Normal and Retarded Readers

Peer reviewed

Vande Voort, Lewis; And Others – Child Development, 1972

The results fail to support the hypothesis that intersensory integration is the sole or even the primary developmental skill accounting for matching task improvement with increasing age. The hypothesis that retarded readers fail to develop skills in intersensory integration is also not supported. (Authors)

Descriptors: Auditory Perception, Auditory Tests, Data Analysis, Developmental Tasks