NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ543837
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Cognitive Processes as Predictors of Word Recognition and Reading Comprehension in Learning-Disabled and Skilled Readers: Revisiting the Specificity Hypothesis.
Swanson, H. Lee; Alexander, Joy E.
Journal of Educational Psychology, v89 n1 p128-58 Mar 1997
Correlations between phonological, orthographic, semantic, metacognitive, and working memory measures were studied for 40 learning-disabled students and 40 skilled readers ages 8 to 12. Results suggest that the cognitive processes that contribute to reading deficits are best understood in the context of their combination with other operations. (SLD)
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Learning Disabilities, Metacognition, Reading Achievement, Reading Comprehension, Semantics, Spelling, Word Recognition
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Phonological Processing; Specificity
Note: Study supported in part by Peloy Endowment Funds from the University of California, Riverside.