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Peer reviewedEhri, Linnea C.; Wilce, Lee S. – Journal of Educational Psychology, 1979
Mnemonic value of spellings in a paired-associate sound learning task was examined in first and second graders. Learning was fastest when correct spellings were seen or imagined. The preferred interpretation was that spellings are effective because they provide readers with orthographic images for symbolizing and storing sounds in memory.…
Descriptors: Early Reading, Learning Processes, Letters (Alphabet), Mnemonics
Peer reviewedMason, Mildred; And Others – Journal of Experimental Psychology: Human Perception and Performance, 1981
Highly skilled and less skilled readers read words and numbers aloud as rapidly as possible. Less skilled readers were slower and less accurate on both tasks showing that the need to encode and process order information may be related to reading disabilities. This hypothesis was tested by using paired-associate learning. (Author/RD)
Descriptors: Ability Grouping, Higher Education, Oral Reading, Paired Associate Learning
