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Peer reviewedJackson, Nancy Ewald; Doellinger, Heidi L. – Journal of Educational Psychology, 2002
University students were screened to determine whether some could comprehend text well despite very poor recoding skills, measured by pseudoword reading. There was no evidence that resilient readers relied on superior verbal ability or working memory to compensate for poor recoding. Resilient readers were poor at spelling, reading isolated words,…
Descriptors: Cognitive Processes, College Students, Decoding (Reading), Higher Education
