Hostname: page-component-74656f9884-qr5l4 Total loading time: 0 Render date: 2026-11-04T20:26:45.438Z Has data issue: false hasContentIssue false
  • English
  • Français

On accounting for deficiencies in order memory associated with reading difficulty: A reply to Tallal

Published online by Cambridge University Press:  28 November 2008

Robert B. Katz ,
Alice F. Healy  and
Donald Shankweiler
Robert B. Katz*
Affiliation:
Veterans Administration Medical Center and University of Miami
Alice F. Healy
Affiliation:
University of Colorado
Donald Shankweiler
Affiliation:
Haskins Laboratories and University of Connecticut
*
Robert B. Katz, Neurology Service (127A), VA Medical Center, 1201 N.W. 16th St., Miami, FL 33125
Get access Rights & Permissions [Opens in a new window]

Extract

In response to Tallal's critical comments on our paper (Katz, Healy & Shank-weiler, 1983), we will review the findings that suggest that deficiencies in using a phonetic memory strategy underlie the inferior order memory of children with reading disability. We will then examine the alternative explanations of the order memory deficits suggested by Tallal, which, it will be seen, do not prove satisfactory.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 5 , Issue 2 , August 1984 , pp. 170 - 173
Copyright
Copyright © Cambridge University Press 1984

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

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 & Cognition, 11, 520–527.CrossRefGoogle Scholar
Healy, A. F. (1975). Coding of temporal-spatial patterns in short-term memory. Journal of Verbal Learning and Verbal Behavior, 14, 481–495.CrossRefGoogle Scholar
Healy, A. F. (1977). Pattern coding of spatial order information in short-term memory. Journal of Verbal Learning and Verbal Behavior, 16, 419–437.CrossRefGoogle Scholar
Healy, A. F. (1978). A Markov model for the short-term retention of spatial location information. Journal of Verbal Learning and Verbal Behavior, 17, 295–308.Google Scholar
Healy, A. F. (1982). Short-term memory for order information. In Bower, G. H. (Ed.), The psychology of learning and motivation (Vol. 16). New York: Academic Press.Google Scholar
Holmes, D. R., & McKeever, W. F. (1979). Material specific serial memory deficit in adolescent dyslexics. Cortex, 15, 51–62.Google Scholar
Katz, R. B., Healy, A. F., & Shankweiler, D. (1983). Phonetic coding and order memory in relation to reading proficiency: A comparison of short-term memory for temporal and spatial order information. Applied Psycholinguistics, 4, 229–250.CrossRefGoogle Scholar
Katz, R. B., Shankweiler, D., & Liberman, I. Y. (1981). Memory for item order and phonetic recoding in the beginning reader. Journal of Experimental Child Psychology, 32, 474–484.CrossRefGoogle Scholar
Liberman, I. Y., Shankweiler, D., Liberman, A. M., Fowler, C., & Fischer, F. W. (1977). Phonetic segmentation and recoding in the beginning reader. In Reber, A. S. & Scarborough, D. (Eds.), Toward a psychology of reading: The proceedings of the CUNY Conference. Hillsdale, N.J.: Erlbaum.Google Scholar
Mann, V. A., Liberman, I. Y., & Shankweiler, D. (1980). Children's memory for sentences and word strings in relation to reading ability. Memory & Cognition, 8, 329–335.Google Scholar
Olson, R. K., Davidson, B. J., Kliegl, R., & Davies, S. E. (1984). Development of phonetic memory in disabled and normal readers. Journal of Experimental Child Psychology, 37, 187–206.CrossRefGoogle ScholarPubMed
Shankweiler, D., 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
Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9, 182–198.CrossRefGoogle ScholarPubMed
Wolford, G., & Fowler, C. A. (1983). Differential use of partial information by good and poor readers. Developmental Reviews, 4, 16–35.Google Scholar