Nation K, Adams J W, Bowyer-Crane C A, Snowling M J
Department of Psychology, University of York, Heslington, United Kingdom.
J Exp Child Psychol. 1999 Jun;73(2):139-58. doi: 10.1006/jecp.1999.2498.
Three experiments assessed memory skills in good and poor comprehenders, matched for decoding skill. Experiments 1 and 2 investigated phonological and semantic contributions to short-term memory by comparing serial recall for words varying in length, lexicality, and concreteness. Poor comprehenders showed normal sensitivity to phonological manipulations (length and lexicality) but, consistent with their semantic weaknesses, their recall of abstract words was poor. Experiment 3 investigated verbal and spatial working memory. While poor comprehenders achieved normal spatial spans, their verbal spans were impaired. These results are discussed within a theoretical framework in which the memory difficulties associated with poor reading comprehension are specific to the verbal domain and are a concomitant of language impairment, rather than a cause of reading comprehension failure.
三项实验评估了在解码技能方面相匹配的优秀和较差阅读理解者的记忆技能。实验1和实验2通过比较不同长度、词汇性和具体性的单词的系列回忆，研究了语音和语义对短期记忆的影响。较差阅读理解者对语音操作（长度和词汇性）表现出正常的敏感性，但与他们的语义弱点一致，他们对抽象单词的回忆较差。实验3研究了言语和空间工作记忆。虽然较差阅读理解者的空间广度正常，但他们的言语广度受损。这些结果在一个理论框架内进行了讨论，在该框架中，与阅读理解能力差相关的记忆困难特定于言语领域，并且是语言障碍的一个伴随现象，而不是阅读理解失败的原因。
