A little studies have examined the relationship between low and high reading
ability in children. Efficient low-level skills, such as lexical access, can
save attention and work memory is limited so that the reading activity that
demands attention continues without load. Second, fourth, and sixth graders
were tested with a measure of low-level reading efficiency: decomposition
efficiency, semantic memory access efficiency, and a working memory range of
verbs. Children are also tested on high-level outcome measures: error
detection, inference tests, and the number of spontaneous conclusions made
while remembering a story. The results show that high-level understanding does
not depend on the efficiency of the lexical access process at the classroom
level. The working memory range of verbs, however, is important in high-level
understanding. Those with larger verbal memory ranges may have access to
information for high-level understanding.
Annisa Masnasuri Kesai
16611069
Article
No comments:
Post a Comment