Short-term memory,phonological processing,and reading ability |
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| Authors: | Susan Brady |
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| Institution: | (1) University of Rhode Island, Kingston, Rhode Island;(2) Haskins Laboratories, New Haven, Connecticut |
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| Abstract: | 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 memory. First, a developmental study is described in which a significant relationship was found between phonetic
processes and verbal memory span, but not between phonetic processes and nonverbal memory. Second, additional studies are
reviewed which collectively found that children with reading problems are less accurate at phonetic encoding than are good
readers, and that performance on phonetic processing corresponds with verbal memory span. No reading group differences were
obtained on nonverbal perception or memory tasks. These findings suggest that both developmental and individual differences
in verbal memory span are related to the efficiency of phonological processes. Practical implications of current cognitive
research are discussed.
The research was supported by NIH Grant HD-01994 to Haskins Laboratories. |
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