Beginning readers' use of orthographic analogies in word reading

Article Abstract:

An analysis on the ability of children to make beginning-same, end-same and vowel-same analogies from a clue word under controlled phonological priming effect conditions is conducted. Results show no significant indication that beginning readers rely on orthographic rimes to identify unfamiliar words under controlled phonological priming effect conditions. However, the use of well-learned orthographic rimes may facilitate the learning of new words by beginning readers. It was also found that preference for orthographic rimes over grapheme-phoneme analogies increases with grade level.

Study and teaching, Spelling, Reading

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Global processing speed as a mediator of developmental changes in children's auditory memory span

Article Abstract:

The role of global processing speed in mediating age increases in auditory memory span in 5- to 13-year-old is examined. Structural equation modeling supported a model in which age-associated increases in processing speed predicted the availability of long-term memory phonological representations for redintegration processes.

Analysis, Memory in children, Children's memory, Auditory perception in children, Childhood auditory perception, Long-term memory

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Corrigendum to "Global processing speed as a mediator of developmental changes in childrenEs auditory memory span" [Journal of Experimental Child Psychology 92 (2005) 89u112]

Article Abstract:

A correction notice to "Global processing speed as a mediator of developmental changes in children's auditory memory span" is presented.

Correction notice

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