Hostname: page-component-7b7567c8c-wxvwp Total loading time: 0 Render date: 2026-11-15T22:15:21.402Z Has data issue: false hasContentIssue false
  • English
  • Français

The development of phonemic coding strategies for serial recall

Published online by Cambridge University Press:  01 December 1999

Susan Nittrouer and
Marnie E. Miller
Susan Nittrouer*
Affiliation:
Boys Town National Research Hospital
Marnie E. Miller
Affiliation:
Boys Town National Research Hospital
*
Susan Nittrouer, Boys Town National Research Hospital, 555 North 30th Street, Omaha, NE 68131. Email: nittrouer@boystown.org
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the 'Save PDF' action button.

This study examined differences between adults and children and between normal and poor readers in the use of phonemic coding strategies for storing words in working memory. In the first experiment, adults, 11-year-olds, and 8-year-olds (categorized as normal or poor readers) recalled eight-item strings of rhyming and nonrhyming words. A developmental decrease in errors was observed for adults, 11-year-olds, and normal-reading 8-year-olds that reflected an improvement in the phonemic coding of items in working memory, but no difference was found between normal- and poor-reading 8-year-olds in the use of phonemic coding strategies. A second experiment with shorter lists and more children supported the latter finding. The results were interpreted as demonstrating that the ability to access syllable-internal phonemic structure is a necessary precursor to the development of phonemic coding strategies for working memory, but that the use of that structure for storing words in working memory is a skill that develops independently and later than the ability to access phonemic structure.

Information

Type
Research Article
Information
Applied Psycholinguistics , Volume 20 , Issue 4 , December 1999, pp. 563 - 588
Copyright
Copyright © Cambridge University Press 1999

References

Baddeley, A. D. (1966). Short-term memory for word sequences as a function of acoustic, semantic and formal similarity. Quarterly Journal of Experimental Psychology, 18, 362–365.10.1080/14640746608400055CrossRefGoogle ScholarPubMed
Baddeley, A. D., Thomson, N., & Buchanan, M. (1975). Word length and the structure of shortterm memory. Journal of Verbal Learning and Verbal Behavior, 14, 575–589.CrossRefGoogle Scholar
Bar-Shalom, E. G., Crain, S., & Shankweiler, D. P. (1993). A comparison of comprehension and production abilities of good and poor readers. Applied Psycholinguistics, 14, 197–227.10.1017/S0142716400009553CrossRefGoogle Scholar
Brady, S., Shankweiler, D., & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345–367.CrossRefGoogle ScholarPubMed
Brady, S., Poggie, E., & Rapala, M. M. (1989). Speech repetition abilities in children who differ in reading skill. Language and Speech, 32, 109–122.CrossRefGoogle ScholarPubMed
Byrne, B. (1981). Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible? Applied Psycholinguistics, 2, 201–212.CrossRefGoogle Scholar
Campbell, R., & Dodd, B. (1980). Hearing by eye. Quarterly Journal of Experimental Psychology, 32, 85–99.10.1080/00335558008248235CrossRefGoogle ScholarPubMed
Campbell, R., Dodd, B., & Brasher, J. (1983). The sources of visual recency: Movement and language in serial recall. Quarterly Journal of Experimental Psychology, 40, 571–587.CrossRefGoogle Scholar
Conrad, R., & Hull, A. J. (1964). Information, acoustic confusion and memory span. British Journal of Psychology, 55, 429–432.CrossRefGoogle ScholarPubMed
Crain, S. (1989). Why poor readers misunderstand spoken sentences. In Shankweiler, D. & Liberman, I. Y. (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 133– 165). Ann Arbor: University of Michigan Press.Google Scholar
Crain, S., & Shankweiler, D. (1991). Modularity and learning to read. In Mattingly, I. G. & Studdert-Kennedy, M. (Eds.), Modularity and the motor theory of speech perception (pp. 375– 392). Hillsdale, NJ: Erlbaum.Google Scholar
Crain, S., Shankweiler, D., Macaruso, P., & Bar-Shalom, E. (1990). Working memory and sentence comprehension: Investigations of children with reading disorder. In Vallar, G. & Shallice, T. (Eds.), Neuropsychological impairments of short-term memory (pp. 477–508). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Darwin, C. J., & Baddeley, A. D. (1974). Acoustic memory and perception of speech. Cognitive Psychology, 6, 41–60.CrossRefGoogle Scholar
Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test–Revised. Circle Pines, MN: American Guidance Service.Google Scholar
Ferguson, G. A. (1981). Statistical analysis in psychology and education. New York: McGraw-Hill.Google Scholar
Goldman, R., & Fristoe, M. (1986). Goldman–Fristoe Test of Articulation. Circle Pines, MN: American Guidance Service.Google Scholar
Hall, J. W., Wilson, K. P., Humphreys, M. S., Tinzmann, M. B., & Bowyer, P. M. (1983). Phonemic- similarity effects in good vs. poor readers. Memory and Cognition, 11, 520–527.10.3758/BF03196989CrossRefGoogle ScholarPubMed
Jastak, S., & Wilkinson, G. S. (1984). The Wide Range Achievement Test–Revised. Wilmington, DE: Jastak Associates.Google Scholar
Katz, R. B., Shankweiler, D. P., & Liberman, I. Y. (1981). Memory for item order and phonetic recoding in the beginning reader. Journal of Experimental Child Psychology, 32, 474–484.10.1016/0022-0965(81)90109-0CrossRefGoogle Scholar
Mann, V. A., Cowin, E., & Schoenheimer, J. (1989). Phonological processing, language comprehension, and reading ability. Journal of Learning Disabilities, 22, 76–89.CrossRefGoogle ScholarPubMed
Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592–599.10.1177/002221948401701005CrossRefGoogle ScholarPubMed
Montgomery, J. W. (1995a). Examination of phonological working memory in specifically language- impaired children. Applied Psycholinguistics, 16, 355–378.CrossRefGoogle Scholar
Montgomery, J. W. (1995b). Sentence comprehension in children with specific language impairment: The role of phonological working memory. Journal of Speech and Hearing Research, 38, 187–199.CrossRefGoogle Scholar
Nunnally, J. M., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw- Hill.Google Scholar
Pennington, B. F., Van Orden, G. C., Smith, S. D., Green, P. A., & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 61, 1753–1778.10.2307/1130836CrossRefGoogle ScholarPubMed
Pratt, A. C., & Brady, S. (1988). Relation of phonological awareness to reading disability in children and adults. Journal of Educational Psychology, 80, 319–323.CrossRefGoogle Scholar
Raven, J. C. (1975). Coloured Progressive Matrices. London: H. K. Lewis.Google Scholar
Salame, P., & Baddeley, A. (1986). Phonological factors in STM: Similarity and the unattended speech effect. Bulletin of the Psychonomic Society, 24, 263–265.10.3758/BF03330135CrossRefGoogle Scholar
Shankweiler, D. P., Liberman, I. Y., Mark, L. S., Fowler, C. A., & Fischer, F. W. (1979). The speech code and learning to read. Journal of Experimental Psychology: Human Learning and Memory, 5, 531–545.Google Scholar
Smith, S. T., Macaruso, P., Shankweiler, D., & Crain, S. (1989). Syntactic comprehension in young poor readers. Applied Psycholinguistics, 10, 429–454.CrossRefGoogle Scholar
Smith, S. T., Mann, V. A., & Shankweiler, D. (1986). Spoken language comprehension by good and poor readers: A study with the Token Test. Cortex, 22, 627–632.CrossRefGoogle ScholarPubMed
Spoehr, K. T., & Corin, W. J. (1978). The stimulus suffix effect as a memory coding phenomenon. Memory and Cognition, 6, 583–589.10.3758/BF03198247CrossRefGoogle ScholarPubMed
Spring, C., & Perry, L. (1983). Naming speed and serial recall in poor and adequate readers. Contemporary Educational Psychology, 8, 141–145.CrossRefGoogle Scholar
Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.CrossRefGoogle Scholar
Stein, C. L., Cairns, H. S., & Zurif, E. B. (1984). Sentence comprehension limitations related to syntactic deficits in reading-disabled children. Applied Psycholinguistics, 5, 305–322.10.1017/S0142716400005208CrossRefGoogle Scholar
Treiman, R. (1995). Errors in short-term memory for speech: A developmental study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1197–1206.Google ScholarPubMed
Treiman, R., & Danis, C. (1988). Short-term memory errors for spoken syllables are affected by the linguistic structure of the syllables. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 145–152.Google ScholarPubMed
Vogel, S. A. (1975). Syntactic abilities in normal and dyslexic children. Baltimore, MD: University Park Press.Google Scholar
Wagner, R. K. (1986). Phonological processing abilities and reading: Implications for disabled readers. Journal of Learning Disabilities, 19, 623–630.CrossRefGoogle ScholarPubMed
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.CrossRefGoogle Scholar
Wechsler, D. (1991). Wechsler Intelligence Scale for Children–Third Edition. San Antonio, TX: Harcourt Brace Jovanovich.Google Scholar