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Direct linkGremp, Michelle A.; Deocampo, Joanne A.; Walk, Anne M.; Conway, Christopher M. – Journal of Child Language, 2019
This study investigated the role of sequential processing in spoken language outcomes for children who are deaf or hard of hearing (DHH), ages 5;3-11;4, by comparing them to children with typical hearing (TH), ages 6;3-9;7, on sequential learning and memory tasks involving easily nameable and difficult-to-name visual stimuli. Children who are DHH…
Descriptors: Sequential Learning, Visual Learning, Language Skills, Children
West, Gillian; Shanks, David R.; Hulme, Charles – Scientific Studies of Reading, 2021
The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention) and measures of attainment (reading, grammar and…
Descriptors: Attention Control, Learning Processes, Predictor Variables, Reading Skills
