The major results partially confirm the hypothesis of a reciprocal relationship between the experience of learning to read and the cognitive-linguistic skills which undergo development between the ages of five and seven. (RC)

This article presents a new method of inferring students' cognitive structures and their development. A modification of Reitman and Rueter's "ordered tree technique," the method generates a structure that displays important relationships assumed to be in a student's memory about concepts taken from a specific field of study. (Author/LMO)

This study investigated growth in reading, vocabulary, and memory in children (ages 5 to 10) learning English as a second language identified at risk for reading disabilities (RD). A growth curve analysis showed that RD children were significantly below children not at risk in English and Spanish reading, Spanish short-term memory (STM), Spanish…

This study was designed to explore relations among reading skills, metareading, memory, and metamemory. Interactions among these skills were investigated as related to reading ability, operativity, and grade level. The effects of experience, operativity, and metacognition on reading and memory skills were discussed. (Author/DWH)

A treatment designed to familiarize third graders with memory support strategies was delivered by parents. Results showed a complex pattern of effects, with treated students and classes significantly outperforming controls. Stable class-level Aptitude X Treatment interactions were also found. (Author/GDC)