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Direct linkBourke, Lorna; Davies, Simon J.; Sumner, Emma; Green, Carolyn – Reading and Writing: An Interdisciplinary Journal, 2014
Visually mediated processes including, exposure to print (e.g. reading) as well as orthographic transcription and coding skills, have been found to contribute to individual differences in literacy development. The current study examined the role of visuospatial working memory (WM) in underpinning this relationship and emergent writing. One hundred…
Descriptors: Individual Differences, Writing Skills, Spatial Ability, Coding
Laasonen, Marja; Virsu, Veijo; Oinonen, Suvi; Sandbacka, Mirja; Salakari, Anita; Service, Elisabet – Reading and Writing: An Interdisciplinary Journal, 2012
We investigated whether poor short-term memory (STM) in developmental dyslexia affects the processing of sensory stimulus sequences in addition to phonological material. STM for brief binary non-verbal stimuli (light flashes, tone bursts, finger touches, and their crossmodal combinations) was studied in 20 Finnish adults with dyslexia and 24…
Descriptors: Dyslexia, Verbal Stimuli, Short Term Memory, Reading Ability
Liao, Chen-Huei; Georgiou, George K.; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2008
We examined the relationship between rapid naming speed (RAN) and Chinese character recognition accuracy and fluency. Sixty-three grade 2 and 54 grade 4 Taiwanese children were administered four RAN tasks (colors, digits, Zhu-Yin-Fu-Hao, characters), and two character recognition tasks. RAN tasks accounted for more reading variance in grade 4 than…
Descriptors: Short Term Memory, Character Recognition, Grade 4, Grade 2
