Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.
Matthieu Bignon,
Sandrine Mejias,
Séverine Casalis
Abstract:Visual–verbal paired-associate learning (PAL) is thought to be related to reading acquisition and, more specifically, to word reading skills. To date, the uniqueness and strength of this relationship has remained unclear because most studies have been conducted in opaque orthographies such as English, and few studies have controlled for all of the strongest cognitive and linguistic predictors of reading acquisition. Critically, PAL is a complex task involving different components, and there is still no consens… Show more
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