Publication Date
4-1-1978
Abstract
Studies of memory tasks with normal learners, involving letters and word-like patterns, indicate that recall is easier when stimuli present familiar patterns, either as pronounceable syllables (Gibson, 1965) or as contextual dependencies (Miller & Selfridge, 1950). Blumberg (1968), studying associative learning tasks, found brain injured children to have the least difficulty in making associations between visual non-word like stimuli and spoken words, while having greatest difficulty with visual word-like associations. Bakker (1967) reports that severely disabled readers were significantly poorer than better readers in the recall of meaningful, but not meaningless, sequences.
Recommended Citation
Morsink, C., Cross, D. P., & Strickler, J. (1978). How Disabled Readers Try to Remember Words. Reading Horizons: A Journal of Literacy and Language Arts, 18 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol18/iss3/3
