The study involving 24 normal, 24 learning disabled (LD), and 18 deaf elementary-age Ss investigated the hypothesis that nonstrategic verbal encoding abilities are deficient in LD readers. Results were interpreted to indicate a deficient verbal-visual integrative process in disabled children occurring prior to the application of mnemonic…

Emerging literacy is a developmental process which is closely tied to the child's developing cognitive processes. The interaction of memory and emerging literacy can be discussed in the context of Marie Clay's Reading Recovery model. Memory types, encoding and retrieval, strategy use, and executive control/expectancies are components of cognitive…

Recent studies have offered support for a constructive view of sentence memory in children, based on their preference in recognition errors for true inferences, which can be drawn from input sentences, over false inferences. However, with the materials used in these studies, this preference may reflect responding either on the basis of semantic or…

Twenty-eight reading disabled children (in grades 2-4) were divided (on the basis of the nature of errors made in a writing from dictation task), into two groups--analytic-sequential deficient and holistic-simultaneous deficient. (Author/PHR)

Examines the key role that memory plays in the meaning-making process that children enact as they read and view images in a classroom that respects and encourages their own views and reflections. Discusses the six major categories of children's visual responses, and presents representative examples of children's illustrations. (TB)

Investigated seven eight-year-old children's memory for aurally presented sentences. Used a recognition-memory task to probe constructive memory processes in two groups differentiated by reading comprehension. Results indicated the tendency to construct meanings was greater in children who scored higher on reading comprehension. (Author)

No difference was found in recall of nonverbal stimuli between normal and learning disabled readers, suggesting that primary reading deficits in learning disabled children are related to verbal encoding deficiencies (visual-verbal integration) and not to deficiencies of visual memory, as suggested by the perceptual deficit hypothesis. (Author/GDC)

Reviews psychometric and experimental studies of performance differences on serial memory tasks between skilled and less skilled readers. Offers basic criticisms of the psychometric approach and discusses the experimental research within the context of a general model of short term memory. (AA)

Examines contributions of vowel signs in reading Hebrew on memory and comprehension. Finds that vowel signs speeded up recognition memory of words in third graders, and improved recall of words printed in the context of mixed lists in sixth graders. Finds also that vowelization improved memory and comprehension of some prose texts. (RS)

Noting that although some children read aloud with apparent fluency, they fail to understand fully or remember connected discourse, this book brings together research on children who have a specific comprehension deficit. The book first provides an introduction and overview of adult and child text comprehension, and then describes the research.…

Good and poor sixth grade readers served as subjects. Experiment 1 tested for immediate spatial order memory of letters by giving children four or six consonants and having them place the letters in the order in which they had appeared in a just-viewed stimulus. The consonants composing the strings were either positionally redundant (R) or…

Four experiments investigated memory scanning rates of skilled and less skilled readers. In three experiments, reaction times of skilled readers were faster than those of less skilled readers with reading time partialled out (aloud and silent reading). Differences were not significant when the scan component in answering was minimized. (Author/RD)

Synthesizing a diverse group of studies, author argues that reading disability is not a unitary phenomenon but can result from deficiencies in different psychological processes. Based on the points at which an individual's reading breaks down, she presents a fourfold classifications scheme capable of categorizing all poor readers. (Editor/RK)

Two experiments investigated individual differences in semantic recall of expository text. In the first experiment, fourth grade students of superior and average ability read and recalled a prose passage that had been analyzed for its semantic and logical content with a content structure grammar. Unlike past research results, the superior…

Research on working memory has revealed a developmental trend in memory performance, but a controversy exists as to whether the improved performance is due to a developmental increase in working memory total processing space (M-space), is the result of more efficient processing and storage of material, or is due to the use of "chunking" or other…