ERIC Number: EJ722046
Record Type: Journal
Publication Date: 2005
Reference Count: 47
Examining Visual-Verbal Associations in Children with and without Reading Disorder
Littlefield, Lauren M.; Klein, Evelyn R.
Reading Psychology, v26 n4-5 p363-385 Sep-Dec 2005
The purpose of this study was to investigate verbal working memory processing both before and after providing semantically elaborated training sentences designed to enhance memory for symbol-word (visual-verbal) pairs. Abilities of 20 children diagnosed with Reading Disorder (RD) and 20 age-matched peers who were normally achieving in reading (NA) were compared (M = 10 years old). Results demonstrated RD children experienced significantly more difficulties on measures of complex auditory-verbal working memory than their NA peers. The best predictor of reading performance was word recall ability measured after students were provided with semantic training sentences. Findings have important implications for identifying young children with potential reading impairment.
Descriptors: Semantics, Memory, Reading Difficulties, Word Recognition, Learning Strategies, Vocabulary Skills, Children, Decoding (Reading), Reading Skills, Orthographic Symbols, Reading Tests
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: United States