Encoding Speed and Memory Span in Dyslexic Children

Spring, Carl

doi:10.1177/002246697601000104

Cited by 45 publications

(35 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Impaired memory spans have consistently been observed in poor readers (Rugel, 1974), and it is important to determine the source of this difficulty if it is not directly related to whether poor readers use phonological coding in immediate memory. This impairment may well be due to the slowness to name objects, pictures, and colors that has often been observed in poor readers (e.g., Denckla & Rudel, 1976;Spring, 1976;Spring & Capps, 1974). Since several studies have shown that speech rate and naming speeds are directly related to memory span (Case, Kurland, & Goldberg, 1982;Hulme, Thomson, Muir, & Lawrence, 1984), it is probable that poor readers have impaired memory spans because they are slower to encode and rehearse incoming stimuli.…”

Section: Pronunciation Of Easy Nonwordsmentioning

confidence: 99%

The use of phonological information by good and poor readers in memory and reading tasks

Holligan

Johnston

1988

Memory & Cognition

View full text Add to dashboard Cite

There has been a recent debate about the utilization of phonological information by poor readers in both working memory and reading tasks. The purpose of the first experiment in this study was to examine whether the absence of phonological similarity effects in working memory reported in previous studies was due to inappropriate levels of task difficulty. Poor readers and their reading age controls were found to show a normal effect when the memory task was at an appropriate level of difficulty, but no effect when a large number of items had to be recalled. However, in a recognition memory task, the poor readers chose orthographically similar pairs, whereas the reading-age and chronological age controls chose phonologically similar pairs. The purpose of a final experiment was to determine whether or not the good and poor readers could be differentiated in terms of their reading strategies; both groups showed regularity effects in a naming task and pseudohomophone effects in a lexical decision task. However, although poor readers could read three-letter nonwords as well as their controls, they were significantly impaired in reading more complex one-syllable nonwords. It was concluded that poor readers may have a phonological dysfunction in some aspects of reading that is unrelated to whether or not they show phonological similarity effects in working memory. Impaired segmentation skills may underly their difficulties in both reading and nonreading tasks.Many studies have been carried out in order to examine the idea that poor readers are deficient in utilizing phonological information in both memory and reading tasks. In a review of the literature, Vellutino (1979) has concluded that poor readers are deficient in their use of verbal or phonological information in both short-and long-term memory tasks. Similarly, Frith (1985) has concluded that poor readers suffer primarily from a phonological dysfunction in reading.In the memory literature, a number of studies have shown that poor readers use phonological information less effectively than good readers. Shankweiler, Liberman, Mark, Fowler, and Fischer (1979) demonstrated that 8-year-old poor readers, in a serial order recall task involving memory of letter strings, showed smaller effects of phonological similarity than did chronological age controls. They concluded that poor readers have poorer access to a phonetic code or access to a degraded phonetic representation. A number of other studies have since confirmed these findings. Mann, Liberman, and Shankweiler (1980) showed similar effects when words and sentences were presented for recall, and Siegel and Linder (1984) replicated the Shankweiler et al. findings on 7-to 8-yearold poor readers.We should like to thank the pupils and staff at schools in Dundee and Edinburgh for their assistance. In particular, we should like to thank Johnston (1982), however, found normal effects of phonological similarity in 9-, 12-, and l4-year-old poor readers, and cautiously concluded that such reduced effects must be restricted...

show abstract

Section: Pronunciation Of Easy Nonwordsmentioning

confidence: 99%

The use of phonological information by good and poor readers in memory and reading tasks

Holligan

Johnston

1988

Memory & Cognition

View full text Add to dashboard Cite

show abstract

“…Denckla & Rudel (1976) and Spring (1976) represent investigators who have linked impaired automatization in verbal labeling speed to reading disability. Speed of writing letters, short sentences, and even one's name have also been found slower in RD subjects (Ackerman, Dykman & Peters, 1977).…”

Section: Presumably Innate Processesmentioning

confidence: 99%

“…Readiiig disabled (RD) children, by definition, have difficulty with acquired automatization of written language skills (Laf^erge & Samuels, 1974;Sternberg & Wagner, 1982). Denckla & Rudel (1976) and Spring (1976) represent investigators who have linked impaired automatization in verbal labeling speed to reading disability. Speed of writing letters, short sentences, and even one's name have also been found slower in RD subjects (Ackerman, Dykman & Peters, 1977).…”

Section: Presumably Innate Processesmentioning

confidence: 99%

“…RDs, the younger ones in particular were expected to be less automatized than the other groups on all acquired skills which involve verbal labeling and/or symbol manipulation (e.g. Ackerman etal, 1977;Denckla & Rudel 1976;Garnett & Fleischner, 1983;Spring, 1976). Other more specific hypotheses related to manipulation of conditions are given in descriptions of the tasks.…”

Section: Major Hypothesesmentioning

confidence: 99%

See 1 more Smart Citation

Presumably Innate and Acquired Processes in Children With Attention and/or Reading Disorders

Ackerman

Anhalt

Holcomb

et al. 1986

Child Psychology Psychiatry

View full text Add to dashboard Cite

Innate and acquired automatic information processing was compared in non-problem students and three groups of educationally troublesome children: two normal reading groups with Attention Deficit Disorder (ADD), one without and one with hyperactivity, and a non-hyperactive Reading Disabled (RD) group. All groups displayed reliable, presumably innate, automatic processing on measures of temporal and frequency sensitivity, but the two ADD groups made less precise judgements than controls. Contrasted with controls, all clinical groups exhibited delayed automatization in arithmetic computation, but the handicapped groups did not differ from controls on other measures of acquired automatization (speed of writing and naming).

show abstract

“…Bakker (1972) found that the temporal order of successively presented visual, auditory and haptic stimuli was badly remembered by poor readers. Both their short-term memory (Spring, 1976) and their long-term memory (Corkin, 1974) for temporal order were deficient. It has been argued, however, that the chief difficulty arises in the linking of spatial order of graphemes with the temporal order of phonemes.…”

Section: Varieties Of Deficiency In Retarded Readersmentioning

confidence: 97%

Variability in reading retardation

Vernon¹

1979

British J of Psychology

View full text Add to dashboard Cite

It is argued that much of the confusion which has arisen as to the nature of dyslexia is because retarded readers have so frequently been studied as if they formed a qualitatively homogeneous group. It is suggested that in fact reading is not a unitary process, but that it involves the acquisition of a succession of skills; and that different retarded readers may break down at different stages in the acquisition of these. There may be types of retarded reader who are unable (1) to analyse complex visual shapes; or (2) to analyse whole word sounds into phonemes; or (3) to make simple regular grapheme-phoneme associations; or (4) to grasp irregularities in these; or (5) to group single words into phrases and sentences. Each of these disabilities may be associated with a particular type of deficiency in conceptual thinking.

show abstract

Encoding Speed and Memory Span in Dyslexic Children

Cited by 45 publications

References 5 publications

The use of phonological information by good and poor readers in memory and reading tasks

The use of phonological information by good and poor readers in memory and reading tasks

Presumably Innate and Acquired Processes in Children With Attention and/or Reading Disorders

Variability in reading retardation

Contact Info

Product

Resources

About