The authors contrasted massed repeated reading with distributed repeated reading. In Experiment 1, massed repeated reading led to better passage recall than distributed repeated reading. In Experiment 2, massed repeated reading of a paraphrased version of an essay led to greater recall than massed repeated reading of a verbatim version of an essay. Although distributed repeated reading again led to greater recall than massed repeated reading, the distributed repeated reading of paraphrased version of an essay did not lead to greater levels of recall than the distributed repeated reading of a verbatim version of an essay. Results of Experiment 3 confirmed those of Experiment 2 and indicated that readers commit significantly less inspection time to a 2nd reading in a massed repeated reading situation than to a 2nd reading in distributed repeated reading situation. The results are discussed from the perspective of a deactivation hypothesis.
Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more fully. Coincidentally, there has also been an emerging literature on the subjective fatigue in children with hearing loss, which could be directly or indirectly linked to reading ability. The purpose of this study was to examine associations among language abilities, reading skills, and subjective fatigue in 56 children with mild to moderate hearing loss (CMMHL). The results indicated that both phonological awareness and receptive language ability predicted reading achievement in CMMHL, which replicates findings for children without hearing loss. The results also indicated that CMMHL who had poor reading skills reported significantly higher levels of subjective fatigue relative to the other children with mild to moderate hearing loss in the sample.
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