| Abstract: | Investigated the hypothesis that frequently found short-term memory deficits in poor readers may reflect a lack of ability or inclination to use efficient memorization strategies. The performance of 20 good and 20 poor 4th-grade readers was compared on 2 tasks which allowed direct observation of Ss' study behavior as they tried to memorize various materials. Ss in the 2 groups differed significantly in their recall scores on both tasks and also engaged in different kinds of study behavior. Good readers consistently approached both tasks in a more active and organized manner. When all Ss were instructed in the use of efficient strategies, poor readers performed as well as good readers. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
