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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
Derry, Sharon J. – 1982
A study using a biasing paradigm examined four hypotheses regarding specific mechanisms thought to underlie the Assimilation-plus-Correction (A-C) theory of schema-text interactions. According to this theory, the ideas implied by a schema (type-1 ideas) are thought to be assimilated and obscured, while those ideas representing novel information…
Descriptors: Cognitive Processes, College Students, Higher Education, Hypothesis Testing
