No abstract

The purpose of this study was to determine whether the relationship between reading rate and retention is invariable over time. 176 college Ss were randomly assigned to 1 of 2 conditions of retention. Ss in the immediate treatment (IR) were tested immediately after reading a 1500-word passage. Ss in the delayed treatment (DR) read the same passage but were tested 24 hrs. later. Ss were subdivided within treatments into fast-, average-, and slow-rate groups. Results indicated that under IR conditions slow readers retained significantly more than both average and fast readers. Under conditions of DR, retention differences between rate-groups disappeared. Implications are that while more efficient readers remember fewer of the details in a message immediately following the reading than do their slower counterparts, these details extinguish for both groups equally within 24 hrs.

The levels of analysis approach to assessment is based on the general principle that any given mental or behavioral act can be analyzed at multiple levels, which range from the molecular and cellular structure of the brain, through neural events within specific brain systems, to formal structural properties of cognitive or behavioral functions. In accommodating this approach, assessments that utilize findings from multiple disciplines should: (a) describe a child at the educational, cognitive/linguistic, social/emotional, and neurological/medical levels; (b) identify those levels that may be placing constraints on other levels; and (c) determine those levels at which meaningful interventions can take place. In contrast to other approaches that focus on the personality and group dynamics of interdisciplinary teams, this position paper emphasizes the contribution of the paradigm (training and experience) of each discipline represented on a team.