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Peer reviewedHicks, Carolyn – British Journal of Educational Psychology, 1980
Four experiments were carried out to examine the different recall strategies employed in a diagnostic test of visual sequential memory. The principal implication of the results is that good and poor readers may not differ with respect to visual memory but in their ability to employ a verbal labeling strategy. (Author/KC)
Descriptors: Comparative Analysis, Educational Psychology, Learning Modalities, Memory
Isom, John B. – Claremont Coll Reading Conf 32nd Yearbook, 1968
Descriptors: Associative Learning, Comparative Analysis, Language Fluency, Lateral Dominance
Peer reviewedFeagans, Lynne; Short, Elizabeth J. – Developmental Psychology, 1986
Examines the ability of 30 normal and 30 learning disabled children across a three-year period to understand a sequence of instructions, communicate the steps in a sequence to others, and rephrase their verbal messages through a referential communication task. (HOD)
Descriptors: Communication Research, Communication Skills, Comparative Analysis, Elementary Education
