Torgeson J, Goldman T
Child Dev. 1977 Mar;48(1):55-60.
The present study investigated the hypothesis that frequently found short-term memory deficits in poor readers may reflect a lack of ability or inclination to use efficient task strategies on some memory tasks. The performance of second-grade good and poor readers was compared on a task which allowed direct observation of the use of verbal rehearsal as a mnemonic strategy. Children in the 2 reading groups differed significantly in both total recall score and amount of verbalization (rehearsal) observed, with the poor readers obtaining lower scores on both measures. On a variation of the task which had been previously demonstrated to facilitate the use of rehearsal, the poor readers improved significantly in both amount of verbalization and total recall scores. On this latter task, the memory and verbalization scores of good and poor readers were not significantly different from one another.
阅读能力差的人经常出现的短期记忆缺陷，可能反映出他们在某些记忆任务中缺乏使用有效任务策略的能力或倾向。在一项能够直接观察到言语复述作为一种记忆策略使用情况的任务中，对二年级阅读能力强和阅读能力差的学生的表现进行了比较。两个阅读组的儿童在总回忆分数和观察到的言语表达（复述）量上均存在显著差异，阅读能力差的儿童在这两项指标上得分较低。在先前已证明有助于复述使用的任务变体中，阅读能力差的儿童在言语表达量和总回忆分数上均有显著提高。在这后一项任务中，阅读能力强和阅读能力差的儿童的记忆和言语表达分数没有显著差异。
