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Direct linkPammer, Kristen; Lavis, Ruth; Cornelissen, Piers – Dyslexia, 2004
This study was designed to investigate the importance of spatial encoding in reading, with particular emphasis on visuo-spatial encoding mechanisms. Thirty one school children participated in the first study in which they were measured on their ability to solve a centrally presented spatial encoding task, as well as their sensitivity to the…
Descriptors: Reading Ability, Cognitive Processes, Visual Measures, Spatial Ability
PDF pending restorationCox, Diane K. – 1976
This study investigated the relation between field independence/field dependence (FI/FD) and reading success. One hundred kindergarten children from a predominantly white, middle-class community were administered a Portable Rod and Frame Test as a measure of cognitive style. The upper and lower 27% were identified and designated Field Dependent…
Descriptors: Beginning Reading, Cognitive Processes, Cognitive Style, Reading Ability
Peer reviewedSmith, Frank; Holmes, Deborah Lott – Reading Research Quarterly, 1971
Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)
Descriptors: Cognitive Processes, Memory, Models, Reading Ability
Peer reviewedHatae, Tereza Iochico; Hatta, Takeshi – Perceptual and Motor Skills, 1982
The effect of parafoveal noise information on a Hirakana target-recognition task was investigated in good and poor readers from first and second grades. A differential effect of parafoveal noise produced a longer or shorter variation in reaction time depending on kind of surrounding material. Filtering mechanism efficiency differences are…
Descriptors: Cognitive Processes, Foreign Countries, Orthographic Symbols, Primary Education
Peer reviewedButter, Eliot J.; And Others – Alberta Journal of Educational Research, 1982
One hundred and two third graders were tested on match-to-sample, cognitive style tasks in the visual and auditory modalities as well as a visual-auditory cross-modal task. The results lend support to the relationship between cognitive style and reading performance. (Author/NQA)
Descriptors: Auditory Discrimination, Auditory Perception, Cognitive Processes, Cognitive Style
Download full textRestaino, Lillian C. R. – 1968
To investigate the underlying factors of visual discrimination, memory, rule abstraction, language, and serial ordering in reading success, 79 poor and 65 good deaf readers were administered a battery of tests. Poor readers were deficient in lower-order visual discrimination and memory abilities; higher-order visual discrimination skills were…
Descriptors: Abstract Reasoning, Cognitive Processes, Exceptional Child Research, Hearing Impairments
