Effects of accelerated reading rate on memory for text among dyslexic readers.

Zvia Breznitz

123 citations0/0 files storedJournal of Educational Psychology

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

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.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 1978Toward a model of text comprehension and production.1988Diagnostic and Statistical Manual of Mental Disorders (3rd ed. rev.) Diagnostic and Statistical Manual of Mental Disorders (3rd ed. rev.) American Psychiatric Association (1987). American Psychiatric Press, Inc., 1400 K Street, NW, Washington, DC 20005. 567 pp., $39.95 hardcover; $29.95 softcover.1986Decoding, Reading, and Reading Disability 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1995Phonological recoding and self-teaching: sine qua non of reading acquisition 1980Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency 2012Stanford-Binet Intelligence Scale

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2020Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis 2010Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?2019A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD 2002Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia

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