Phonological representations are important for reading. In the current work, we examine the relationship between speech-perceptual memory encoding and consolidation to reading ability in skilled adult readers. Seventy-three young adults (age 18-24) were first tested in their word and nonword reading ability, and then trained in the late evening to…

This study analyzes the impact of certain cognitive processes on word and pseudoword reading in languages with different orthographic consistency (Spanish and Arabic) in the first year of Primary Education. The study was conducted with a group of 113 pupils from Algeria and another group of 128 pupils from Ecuador, from a middle-class background…

Based on a review of the literature on hyperlexia (better described as hermetic reading), and often associated with autism, a theory is proposed suggesting that such reading arises from a dysfunctional procedural memory system and a disconnected though functional declarative memory system. (Author/DB)

This study examines whether residual recall differences between reading ability groups after a memory training task reflect the dimensions of organizational processing. Although age-related effects occurred, no ability group effects emerged, suggesting that learning disabled readers adequately access word features except when organized by…

Two studies investigated (1) the ability of learning disabled children to perform tasks that specifically demand the recognition and production of main-idea statements, and (2) their ability to detect an inappropriate sentence in a paragraph. (PN)

It was hypothesized that the Bransford-Franks linear effect is an artifact of the method of presentation of stimulus sentences and is unrelated to semantic processes. Subjects were given sentences containing the same information in one of two ways. In a control condition, which was identical to the procedure used in earlier research, overlapping…

Investigated whether limitations in the enhancement of learning-disabled readers' working memory (WM) performance are attributable to process or storage functions. Found that: intercorrelations among diverse WP measures increased on demanding conditions; and verbal WM was not directly related to reading skill, supporting the notion that poor…

Matched groups of normal and retarded readers were required to perform same/difference judgments in which the interval between standard and comparison stimuli was either 0, 1, or 6 seconds. (BRT)

Seven experiments were performed to address three issues: prose decisions of different levels of difficulty, directed attention effect, and the effects of decisions on memorability of prose among relatively good and relatively poor readers. (Author/PN)

In a task designed to separate perceptual processes from memory, reading-disabled 12-year-olds showed no perceptual deficits as compared to their peers. However, they exhibited major deficiencies in memory skills, appearing to suffer from a basic information-processing deficiency. (Author/CS)

Critically examines the assumption underlying research into stages of word recognition provided by R.J. Chabot and others and questions whether their analysis of speed of processing differences warrants making strong conclusions about the nature of reading deficits. (HOD)

Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Three experiments exploring the relationship of cognitive effort to the differences in word recall between skilled and learning disabled readers are described. Results suggest the amount of cognitive effort that can be effectively expended to produce a distinctive memory trace is related to individual differences in attentional capacity.…

Investigated how working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit and whether limitations in enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. Results suggest that learning-disabled suffer generalized working…