Abstract
The author tested the hypothesis that gains in reading performance occurring among dyslexic children during individually paced accelerated reading are partially attributable to changes in short-term memory (STM) processing. Dyslexic children's performance on a series of standard STM-sensitive tasks administered during both self- and fast-paced reading conditions confirmed this hypothesis. The findings provided strong support for a causal role of STM functioning in text processing but indicated that reading acceleration enhanced STM only when dyslexic children were able to rely on contextual cues.
| Original language | English |
|---|---|
| Pages (from-to) | 289-297 |
| Number of pages | 9 |
| Journal | Journal of Educational Psychology |
| Volume | 89 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1997 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology