Purpose: The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method: Eighteen children diagnosed with…

Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…

Recent research suggests that visual-verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this…

Paired associated learning (PAL) is a critical skill for making arbitrary associations among print, pronunciation and meaning in reading development. Extended from past research of PAL, this study investigated whether PAL operated flexibly to linguistic demands of languages, by examining word reading abilities in Chinese-English bilingual…

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

A large-scale randomised-controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long-term evaluation, cross-age PR was significantly better than regular teaching, but same-age was not. On short-term evaluation, PR pupils did significantly better than control pupils in both years, and cross-age and…

We report two studies examining the relations among three paired-associate learning (PAL) tasks (visual-visual, verbal-verbal, and visual-verbal), phoneme deletion, and single-word and nonword reading ability. Correlations between the PAL tasks and reading were strongest for the visual-verbal task. Path analyses showed that both phoneme deletion…

The relationship between visual recognition memory and performance on a paired-associate task for good and poor readers was investigated. Subjects were three groups of 21, 21, and 22 children each, with mean IQ's of 98.2, 108.1, and 118.0, respectively. Three experimental tasks, individually administered to each subject, measured visual…

Investigated the hypothesis that children who sustain specific reading disabilities experience difficulty in abstracting and generalizing the invariant components of words containing redundant elements because of basic dysfunction in categorical processing. Subjects were 120 poor and normal readers from the fourth, fifth, and sixth grades.…

THE RELATIONSHIP BETWEEN READING ABILITY AND SYNTACTICAL MEDIATION IN PAIRED-ASSOCIATE (PA) LEARNING WAS EXAMINED. SUBJECTS WERE 64 FOURTH AND SECOND GRADERS IN WISCONSIN WHO WERE GROUPED ACCORDING TO GRADE LEVEL, TWO READING LEVELS, TWO TYPES OF INSTRUCTION, AND SEX. THE INSTRUCTIONAL TYPES WERE MEDIATION AND NONMEDIATION. THE STIMULI WERE 16…

This paper reports on one study in a research program trying to extend existing findings on elaborative mediation in paired-associate learning into the domain of prose learning. Ten third graders and 22 fourth graders from an inner-city Catholic school served as subjects. A paraphrase recall pretest was administered which involved reading a…

This study investigated storage and retrieval strategies as evidenced by systematic errors of first grade beginning readers on a noun-noun paired-associate learning task. The subjects were 80 black children and 80 white children, in three racially integrated Cincinnati public schools, attending the first grade for the first time. These 160…

These four studies in a series deal with good and poor readers' utilization of selected cues in paired-associate learning. Specific cues considered were color, order of presentation, and verbal mediators. Answers to two basic questions were sought: (1) Do the selected cues have a facilitative effect upon children's paired-associate learning? (2)…

As a cooperative project of Tel Aviv University, the University of Wisconsin, and Stanford University, four separate studies on reading were conducted in the 1970-71 school year with kindergarten and first grade Israeli students. The first study was the development of a prereading skills test consisting of picture vocabulary, word memory span,…