Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128.

Intelligence ◽  
2000 ◽  
Vol 28 (1) ◽  
pp. 1-30 ◽  
Author(s):  
H.Lee Swanson ◽  
Margaret Howell Ashbaker
Keyword(s):  
School District ◽  
Educational Psychology ◽  
Short Term Memory ◽  
Speech Rate ◽  
Learning Disabled ◽  
School Of Education ◽  
Short Term ◽  
Collection Data ◽  
Executive System ◽  
Disabled Readers

Verbal Short-Term Memory Encoding of Learning Disabled, Deaf, and Normal Readers

1982 ◽  
Vol 5 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Lee Swanson
Keyword(s):  
Short Term Memory ◽  
Memory Task ◽  
Learning Disabled ◽  
Probe Type ◽  
Disabled Children ◽  
Short Term ◽  
Subsequent Performance ◽  
Serial Memory ◽  
Integrative Process ◽  
Disabled Readers

The present study investigated the hypothesis that nonstrategic verbal encoding abilities are deficient in learning disabled readers. Normal, deaf, and learning disabled children matched on chronological age, IQ, and sex were randomly assigned to named and unnamed stimulus pretraining conditions and compared on subsequent performance on a probe-type serial memory task. Although overt rehearsal was inhibited, strong primacy effects were found for both the named and the unnamed condition. The named condition was superior to the unnamed condition for both normal and deaf but not for learning disabled children. Results were interpreted to indicate a deficient verbal-visual integrative process in disabled children occurring prior to the application of mnemonic strategies.

Mediation or Production Deficiency in Disabled Readers?

1980 ◽  
Vol 50 (2) ◽  
pp. 519-530
Author(s):  
Lauren Leslie
Keyword(s):  
Short Term Memory ◽  
Fifth Graders ◽  
Memory Capacity ◽  
Second Graders ◽  
Short Term ◽  
Term Memory ◽  
Memory Processing ◽  
Overt Rehearsal ◽  
Covert Rehearsal ◽  
Disabled Readers

Deficiencies in disabled readers’ short-term memory processing were studied. A deficit in memory capacity versus susceptibility to interference was investigated by examining performance over trials. A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of average and disabled readers in Grades 2 and 5. Contrary to prior research, facilitative effects of rehearsal instructions on second graders’ memory were found only on Trial 1. Fifth graders’ memory was adversely affected by overt rehearsal. Requiring children to rehearse overtly at a set rate may account for the results. A second study examined effects of covert rehearsal on the memory of average and disabled readers in Grade 2 over trials. Facilitative effects of covert rehearsal were shown when data of children who spontaneously rehearsed were removed. A deficiency in production by second graders was supported. Disabled readers who did not rehearse were more susceptible to interference.

scholarly journals Verbal Short-Term Memory and Motor Speech Processes in Broca’s Aphasia

1995 ◽  
Vol 8 (2) ◽  
pp. 81-91 ◽  
Author(s):  
C. Goerlich ◽  
I. Daum ◽  
I. Hertrich ◽  
H. Ackermann
Keyword(s):  
Word Length ◽  
Articulatory Suppression ◽  
Short Term Memory ◽  
Speech Rate ◽  
Phonological Similarity ◽  
Short Term ◽  
Motor Speech ◽  
Term Memory ◽  
Control Subjects ◽  
Broca’S Aphasia

The present study investigated the relationship between verbal short-term memory and motor speech processes in healthy control subjects and five patients suffering from Broca's aphasia. Control subjects showed a phonological similarity effect, a word length effect and an articulatory suppression effect, supporting the hypothesis of a phonological store and an articulatory loop component of short-term memory. A similar effect of phonological similarity was observed in the aphasic patients, while the effects of word length and articulatory suppression were reduced. In control subjects, measures of short-term memory were correlated to measures of motor speech rate only if speech rate was assessed in more complex conditions (such as sentence rather than syllable repetition). There was also evidence of an association of speech impairment and short-term memory deficits in the aphasic patients.

Speech rate and the development of short-term memory span

1984 ◽  
Vol 38 (2) ◽  
pp. 241-253 ◽  
Author(s):  
Charles Hulme ◽  
Neil Thomson ◽  
Clare Muir ◽  
Amanda Lawrence
Keyword(s):  
Short Term Memory ◽  
Memory Span ◽  
Speech Rate ◽  
Short Term ◽  
Term Memory

The Effects of Directed Study on the Spelling Performance of Two Subgroups of Learning Disabled Students

1983 ◽  
Vol 6 (3) ◽  
pp. 252-257 ◽  
Author(s):  
Kelli Foster ◽  
Joseph K. Torgesen
Keyword(s):  
Short Term Memory ◽  
Memory Performance ◽  
Learning Disabled ◽  
Control Group ◽  
Short Term ◽  
Educational Support ◽  
Term Memory ◽  
Spelling Performance ◽  
Spelling Test ◽  
Group A

This study investigated the response of two different subgroups of learning disabled children to variations in study conditions as they prepared for a spelling test. The study conditions were: (a) free study, in which the children studied lists of words in any manner they chose; and (b) directed study, in which all children were required to engage in the same number of repetitive spellings of the word lists. The three groups of eight subjects each included a normal control group, a group of LD children with severe short-term memory problems, and a group of LD children with normal short-term memory performance. The directed study condition was found to have a significant effect on the spelling performance only of the LD children without short-term memory deficits. While the results illustrate that some LD children's spelling performance may be improved by simply altering the way they approach tasks, the findings also suggest that other LD children may need a different kind of educational support.

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