Unusual modality effects in less-skilled readers

Author(s): Godsell, A.

Journal/Book: J Exp Psychol Learn Mem Cogn. 1999; 25: 750 First St NE, Washington, DC 20002-4242, USA. Amer Psychological Assoc. 284-289.

Abstract: University students who were skilled or less-skilled readers were compared on tests of auditory information processing and immediate serial recall of auditory and visual digits. Reading skill was defined by performance on a pseudoword reading task. The good readers exhibited typical modality effects with higher recall of auditory than visual items from the last 3 serial positions. On the terminal list item, the less-skilled readers showed a modality effect comparable with that of the skilled readers, but on other list items the modality effect reversed and a visual superiority was obtained. Results were discussed in terms of C. G. Penney's (1989) separate-streams model of short-term verbal memory.

Note: Article Penney CG, Mem Univ Newfoundland, Dept Psychol, St Johns, NF A1B 3X9, CANADA

Keyword(s): READING-DISABLED-CHILDREN; TERM VERBAL MEMORY; SPEECH-PERCEPTION; DEVELOPMENTAL DYSLEXIA; DEFICITS; DISCRIMINATION; DISABILITIES; ABILITY

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