A Comparison of Short-Term Memory Tests as Predictors of Reading Achievement for Learning-Disabled and Educable Mentally Retarded Students.

John, Kirk R.; Rattan, Gurmal

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ438916

Record Type: CIJE

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4405

EISSN: N/A

Available Date: N/A

A Comparison of Short-Term Memory Tests as Predictors of Reading Achievement for Learning-Disabled and Educable Mentally Retarded Students.

John, Kirk R.; Rattan, Gurmal

Journal of School Psychology, v29 n4 p309-18 Win 1991

Examined nine measures of short-term memory (STM) used by school psychologists with group of learning-disabled (n=48) and educable mentally retarded (n=34) special education students. Results indicated that not all STM tasks were significant predictors of reading. Sentence memory task was best predictor for learning-disabled students; letter sequences task was best predictor of reading for educable students. (Author/NB)

Descriptors: Elementary Education, Elementary School Students, Learning Disabilities, Mild Mental Retardation, Prediction, Reading Achievement, Short Term Memory, Special Education, Test Use

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A