Serial recall of poor readers in two presentation modalities: combined effects of phonological similarity and word length

Article Abstract:

Phonological similarity and word length have the same effect in poor and normal readers. This is true for both the auditory and the visual presentation tests. This means that, in a serial recall task under controlled conditions, poor readers will use phonological codes and will practice as much as normal readers. These findings contradict the claims made by Mann in 1980 and Shankweiler and Liberman in 1977 that poor readers exhibit a lower phonological similarity effect.

Recollection (Psychology), Reading disability, Reading disorders, Recall (Memory)

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The relationship between paired associate learning and phonological skills in normally developing readers

Article Abstract:

The authors examine the development of phonological skills in children 6- to11- year old children. Topics include use of paired associated learning, reading skill development, and short-term verbal memory skills.

Statistical Data Included, Usage, Statistics, Grammar, Comparative and general, Grammar, Phonetics, Reading, Word recognition, Reading research

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The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study

Article Abstract:

A study is conducted on 131 primary school children to observe the role of phonological and grammatical skills in the development of reading and spelling abilities in Greek.

Science & research, Students, Elementary, Surveys, Language acquisition, Elementary school students, Language skills

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