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Peer reviewedOrmrod, Jeanne E.; Cochran, Kathryn F. – Reading Research and Instruction, 1988
Tests hypotheses that reading styles of good spellers and dysgraphic spellers differs. Concludes that an underlying source of difficulty for dysgraphic spellers, one that may be related to the reading style they exhibit, is a more limited working memory capacity. (MS)
Descriptors: Dysgraphia, Higher Education, Memory, Reading Comprehension
Peer reviewedCox, Glenda C.; And Others – Reading Research and Instruction, 1994
Studies the effects of visual elaborations on the cognitive processes of adult learners. Compares the effects of two types of visual elaboration strategies on immediate and delayed recall. Suggests that the incorporation of visual elaboration strategies produces a greater depth of processing, leading to better recall. (HB)
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Memory
