Children's memory for sentences and word strings in relation to reading ability.
TLDR
It is concluded that the poor readers’ inferior recall of phonetically nonconfusable sentences, word strings, and letter strings reflects failure to make full use of phonetic coding in working memory.Abstract:
A previous study of recall of letter strings by good and poor beginning readers IShankweiler, Liberman, Mark, Fowler, & Fischer, 1979 revealed that the performance of good readers was more severely penalized than that of poor readers when the letter names rhymed. To determine whether the differences in susceptibility to phonetic interference extend to materials that more closely resemble actual text, we designed an experiment to test recall of phonetically controlled sentences and word strings. As in the case of letter recall, we found that, although good readers made fewer errors than poor readers when sentences or word strings contained no rhyming words, they did not excel when the materials contained many rhyming words. In contrast to manipulations of phonetic content, systematic manipulations of meaningfulness and variations in syntactic structure did not differentially affect the two reading groups. We conclude that the poor readers’ inferior recall of phonetically nonconfusable sentences, word strings, and letter strings reflects failure to make full use of phonetic coding in working memory.read more
Citations
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The nature of phonological processing and its causal role in the acquisition of reading skills
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.
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Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability
Frank R. Vellutino,Donna M. Scanlon,Edward R. Sipay,Sheila G. Small,Alice Pratt,Rusan Chen,Martha B. Denckla +6 more
TL;DR: In this paper, reading impaired first graders were given daily tutoring as a first cut diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits.
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The evidence for a temporal processing deficit linked to dyslexia: A review.
Mary E. Farmer,Raymond M. Klein +1 more
TL;DR: It is concluded that a temporal processing deficit does appear to be present in many developmental dyslexics, and strategies are suggested for further research aimed at evaluating the hypothesis that this deficit may be the root cause of a number of cases of dyslexia itself.
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Phonology and the Problems of Learning to Read and Write
TL;DR: This paper found that poor readers are often unable to segment words into their phonological constituents and may have other phonological deficiencies as well, which may also stem from a basic problem in the phonological domain.
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Phonological Awareness and Verbal Short-Term Memory
TL;DR: A longitudinal study shows that inferior performance in kindergarten tests of certain spoken language skills may presage future reading problems in the first grade.
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