Short-term memory function in young readers

Farnham-Diggory, S.; Gregg, Lee W.

doi:10.1016/0022-0965(75)90091-0

Cited by 48 publications

(18 citation statements)

References 27 publications

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“…These findings support the U-shaped developmental function discussed in the introduction. These findings are also generally consistent with other research that has found a relation between short-term memory and standardized tests of comprehension ability in young children (Farnham-Diggory & Gregg, 1975;Perfetti & Goldman, 1976), and between phonological memory and vocabulary acquisition (Gathercole & Baddeley, 1989). …”

Section: Digit Span Differences In On-line Processingsupporting

confidence: 88%

“…As noted earlier, the adult literature is inconclusive regarding the exact role of working memory in the on-line comprehension of complex syntactic structures MacDonald et al, 1992;Waters & Caplan, 1996a). Although developmental research shows that both working memory and shortterm memory are related to off-line reading comprehension (Farnham-Diggory & Gregg, 1975;Perfetti & Goldman, 1976;Swanson, 1992Swanson, , 1993, no developmental studies have examined the relation between memory span and on-line sentence comprehension.…”

Section: Developmental Predictionsmentioning

confidence: 93%

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Developmental Differences in Visual and Auditory Processing of Complex Sentences

Booth¹,

MacWhinney

Harasaki³

2000

Child Development

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Children aged 8 through 11 ( N ϭ 250) were given a word-by-word sentence task in both the visual and auditory modes. The sentences included an object relative clause, a subject relative clause, or a conjoined verb phrase. Each sentence was followed by a true-false question, testing the subject of either the first or second verb. Participants were also given two memory span measures: digit span and reading span. High digit span children slowed down more at the transition from the main to the relative clause than did the low digit span children. The findings suggest the presence of a U-shaped learning pattern for on-line processing of restrictive relative clauses. Off-line accuracy scores showed different patterns for good comprehenders and poor comprehenders. Poor comprehenders answered the second verb questions at levels that were consistently below chance. Their answers were based on an incorrect local attachment strategy that treated the second noun as the subject of the second verb. For example, they often answered yes to the question "The girl chases the policeman" after the object relative sentence "The boy that the girl sees chases the policeman." Interestingly, low memory span poor comprehenders used the local attachment strategy less consistently than high memory span poor comprehenders, and all poor comprehenders used this strategy less consistently for harder than for easier sentences.

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Section: Digit Span Differences In On-line Processingsupporting

confidence: 88%

Section: Developmental Predictionsmentioning

confidence: 93%

Developmental Differences in Visual and Auditory Processing of Complex Sentences

Booth¹,

MacWhinney

Harasaki³

2000

Child Development

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“…Savin (1972) stated that children who had failed to learn to read in the first grade were particularly poor at analysing word sound into phonemes. This process of course requires that the analysed phonemes be remembered; and Farnham-Diggory & Gregg (1975) showed that even at 10-1 1 years auditory memory for phonemes was inferior to visual memory for graphemes in retarded readers, though not in normal readers. Deficiencies in auditory-linguistic memory persisted in older retarded readers (McKeever & VanDeventer, 1975).…”

Section: Varieties Of Deficiency In Retarded Readersmentioning

confidence: 97%

Variability in reading retardation

Vernon¹

1979

British J of Psychology

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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.

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“…Examples range from STM (Farnham-Diggory and Gregg, 1975), to visual perceptual abilities (Hicks, 1980), to aspects of neurological functioning (Jorm, 1977). Furthermore, differences when recognised between the two groups have often been assumed to reflect processing inadequacies in the low independent group.…”

Section: (Iv) Group Based Comparisons and Research In Readingmentioning

confidence: 99%

External validity and the choice of statistical method: research in reading

Dobbins¹

1987

European Journal of Special Needs Education

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Research conclusions which are derived from the application of inappropriate statistical methodologies can lack accuracy and by doing so can lead to confusion and wasted effort. Heterogeneity, which tends to be greatest when special needs pupils act as subjects, is an anathema to the simpler statistical models. A data set is analysed via a number of commonly used statistical methods which take as their foundation the classical notion of independent and dependent variables. An example of an analysis using a technique which assigns subjects to fairly homogenous sub groups is also presented. It is argued that the latter technique better accounts for heterogeneity in a data set and ultimately provides increased accuracy in the explanation of relationships held within that data set. This argument is applied to research in reading.

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Short-term memory function in young readers

Cited by 48 publications

References 27 publications

Developmental Differences in Visual and Auditory Processing of Complex Sentences

Developmental Differences in Visual and Auditory Processing of Complex Sentences

Variability in reading retardation

External validity and the choice of statistical method: research in reading

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