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| Associative Learning | 2 |
| Vocabulary Development | 2 |
| Ability | 1 |
| Age | 1 |
| Communication (Thought… | 1 |
| Comparative Analysis | 1 |
| Developmental Vocabulary | 1 |
| Elementary Education | 1 |
| Models | 1 |
| Reading Difficulty | 1 |
| Reading Skills | 1 |
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| Journal of Educational… | 2 |
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Peer reviewedCromer, Ward – Journal of Educational Psychology, 1970
Four models for accounting for reading difficulties are described: defect, deficit, disruption, and difference. Poor readers fitting two of these (difference and deficit) are compared with each other and with good readers. (Author)
Descriptors: Associative Learning, Models, Reading Difficulty, Reading Skills
Peer reviewedAsher, Steven R.; Parke, Ross D. – Journal of Educational Psychology, 1975
Children's communication performance improves with age, which could result from increases in children's vocabularies, changes in their strategies of selecting messages from their vocabularies, or both. Three experiments were conducted to evaluate these explanations. Two types of communication tasks were employed. These data suggest younger…
Descriptors: Ability, Age, Associative Learning, Communication (Thought Transfer)
