The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 ("N"?=?2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the…

The purpose of this study was to evaluate rapid automatized naming skills (RAN) and immediate memory processes in 243 Chinese Mandarin-speaking elementary readers (ranging from Grade 1 to Grade 5). For RAN subtests, the mean naming time decreased monotonically with grade level in good and average readers, and a similar trajectory was found in poor…

This article describes a study to determine the effect of presentation mode and letter similarity on visual discrimination learning and to determine what effect the differential initial learning conditions have on subsequent paired associate learning. (PD)

A comparison was made of short- and long-term visual and auditory memory in relation to visual and auditory interference. The questions investigated were: (1) will interference be greater when it occurs in the same modality (auditory or visual) in which it was learned (i.e., similarity hypothesis), or (2) will interference be greater when it…

Presented at the Research Council, American School Health Association, 42nd Annual Meeting, Detroit, Michigan, November 9, 1968.

Purpose of this study was to determine whether a specific cell, Memory of Figural Units--Visual Mode (MFU-V), of the Structure of Intellect (SOI) can be significantly affected by training kindergarten and first-grade children, and whether improvement in MFU-V has a significant effect on reading achievement of first grade children. (Author)

Investigates the cues beginning readers use in recognizing verbal stimuli. (Author/DEP)

A sample of 15 good and 15 poor first-grade readers, selected on the basis of the teacher's classification, performance on the Gates-MacGinitie Reading Test, Primary A, Form 1, and the Peabody Picture Vocabulary Test, was individually taught five nonsense syllables by each of four teaching modality procedures: visual, auditory, kinesthetic, and a…

The effects of daily training in visual memory and basal reader instruction were investigated. Training and tests on 295 first-graders indicated that visual memory training resulted in more growth in visual discrimination and higher levels of reading achievement than reading instruction alone. (SDH)

Concludes that neither the focal attention nor contextual theory offers a powerful explanation for words learned through visual exposure. (FL)

Results of the study seem to suggest the presence of general deficits in the auditory receptive and vocal expressive abilities of poor reading disadvantaged children, who learned to read using the initial teaching alphabet series rather than the traditional orthography approach. (Author)

Many authors report data showing a high relationship between visual perception and early reading. This study dealt with the prediction of later reading from early Frostig test scores and the determination of existing relationships between Frostig treatment and reading skills two years later. Two hundred and seventy-four beginning first graders in…

Training in word recognition based on a child's dominant sensory modality (visual, auditory, or kinesthetic) was compared with training based on nondominant modality. Twenty-five first-grade children with no prior instruction in reading were given visual, auditory, and kinesthetic modalities tests and a pretest of recognition of the words used in…