Verbal short-term memory deficits are a common characteristic of children with reading problems and may markedly increase the difficulty of learning to read. Previous work suggests that the basis of the short-term memory deficit may involve limitations in phonetic coding. In the present paper, a series of experiments are reviewed which examined the role of phonological processes in short-term m...

The effect of syntactic context on auditory word identification and on the ability to detect and correct syntactic errors in speech was examined in severely reading disabled children and in good and poor readers selected from the normal distribution of fourth graders. The poor readers were handicapped when correct reading required analysis of the sentence context. However, their phonological de...

Since  an  important  role  for  working  memory  has  been  found  in  the  first  language acquisition  (e.g.,  Daneman,  1991;  Daneman  &  Green,  1986;  Waters  &  Caplan,  1996), research  on  the  role  of  working  memory  is  emerging  as  an  area  of  concern  for  second language  acquisition  (e.g.,  Atkins  &  Baddeley,  1998;  Miyake  &  Freidman,  1998; Robinson,  1995,  2002,  ...

Methodologically, vocabulary instruction has faced significant ups and downs during the history of language education; sometimes integrated with the other elements of language network, other times tackled as a separate component. Among many variables supposedly affecting vocabulary achievement, the role of teaching word history, as a schemata-building strategy, in developing reading comprehensi...

The development of .a research model to aid in the understanding of the hierarchical structure of reading readiness 'is described. Data were obtained by testing 218 first graders from three elementary schools with the Frostig The product moment method was used to compute the intercorrelations among the 35 variables. After' an examination of the loading of the subtest variables, four large commo...