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Direct linkChen, Youzhen; Lian, Rong; Yang, Lixian; Liu, Jianrong; Meng, Yingfang – Journal of Learning Disabilities, 2017
The effects of working memory (WM) demand and reminders on an event-based prospective memory (PM) task were compared between students with low and high achievement in math. WM load (1- and 2-back tasks) was manipulated as a within-subject factor and reminder (with or without reminder) as a between-subject factor. Results showed that high-achieving…
Descriptors: Short Term Memory, Cognitive Processes, Low Achievement, High Achievement
Wang, Xiaochen; Georgiou, George K.; Das, J. P.; Li, Qing – Journal of Learning Disabilities, 2012
The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children…
Descriptors: Dyslexia, Reading Difficulties, Reading Fluency, Phonological Awareness
Ding, Yi; Richman, Lynn C.; Yang, Ling-yan; Guo, Jian-peng – Journal of Learning Disabilities, 2010
The purpose of this study was to evaluate rapid automatized naming skills (RAN) and immediate memory processes in 243 Chinese Mandarin-speaking elementary readers (ranging from Grade 1 to Grade 5). For RAN subtests, the mean naming time decreased monotonically with grade level in good and average readers, and a similar trajectory was found in poor…
Descriptors: Cues, Speech Communication, Reading Difficulties, Disabilities
