Studies on the reading acquisition of deaf children investigate the similarities and differences in the reading process between these readers and typical hearing readers. There is no consensus on the nature of the reading process among deaf readers, whether they use the same reading processing strategies as typical readers or depend on other…

Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically…

To build a coherent accurate mental representation of a text, readers routinely validate information they read against the preceding text and their background knowledge. It is clear that both sources affect processing, but "when" and "how" they exert their influence remains unclear. To examine the time course and cognitive…

This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a…

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…

Examined the phonological analysis and verbal working memory components of the sound categorization task and their relationships to reading skill differences. Children were tested on sound categorization by having them identify odd words in sequences. Sound categorization performance was sensitive to individual differences in speech perception…

Investigated the relationships among individual differences in reading ability, phonological awareness, and short-term memory. Also examined the mechanisms responsible for differences in short-term memory skills between good and poor readers. Found that reading differences were associated with verbal short-term memory differences. (TM)

Reports on searching the data files of the "Memory of Reading" project. Presents images that evoke social memory from reading practices in Brazil. (PA)

Attempts to replicate the release-from-competition effect (a difficult concurrent memory task speeds pronunciation of low-frequency irregular words but slows pronunciation of other word types) with mature normal readers of Norwegian (undergraduate education students) and thus tested the generalizability of dual-route models to a considerably more…

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)

Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…

Examines the interrelationships among different enabling skills among children in Latvian kindergartens, and considers how various enabling skills (phonemic awareness, naming, and short-term memory) contribute to explain unique variance in early reading acquisition. Concludes that phonemic awareness seems to be the paramount skill related to…

Two experiments investigated the role of capacity in children's comprehension of relative clause sentences. Sentences varied in number of participant roles, focus (object, subject), and embeddedness (center-embedded, right-branching). Center-embeddedness and object-focus were expected to constrain individuals toward assigning more nouns to their…

A study investigated the effects of presentation mode and type of content on young children's recall of nouns in a scripted narrative. Forty-nine children in the second month of first grade were presented a fictional narrative in which were embedded 18 target nouns classified as high-scripted, medium-scripted, or low-scripted. Subjects then viewed…

A study followed up on 75 dyslexic young adults who had been referred to the Word-Blind Centre in London, England to examine remedial help received, present level of skill, educational record, achieved occupational status, and coping strategies. Subjects, 68 men and 7 women ranging in age from 18 to 30 years, were interviewed for two hours…