Irausquin R S, de Gelder B
Tilburg University, Department of Psychology, The Netherlands.
J Exp Child Psychol. 1997 Jun;65(3):342-69. doi: 10.1006/jecp.1996.2361.
Immediate ordered memory for words in poor readers was compared with that of two control groups of normal readers, matched on chronological age and reading age, respectively. The groups were equated for basal memory capacity. Phonological similarity and word length were simultaneously manipulated. Items were presented either auditorily (spoken words) or visually (their corresponding drawings). The results suggest that when having to recall a restricted set of items and when verbal output is eliminated, phonological coding and rehearsal occur to the same extent in poor and normal readers, with auditory as well as visual presentation. However, irrespective of presentation modality, absolute performance of the poor readers was still worse than that of their chronological age controls.
将阅读能力较差者对单词的即时顺序记忆与分别在实际年龄和阅读年龄上与之匹配的两个正常阅读者对照组进行比较。这些组在基础记忆能力方面是等同的。同时对语音相似性和单词长度进行了操控。项目通过听觉（口语单词）或视觉（其相应的图画）呈现。结果表明，当必须回忆一组有限的项目且消除言语输出时，在听觉和视觉呈现方式下，阅读能力较差者和正常阅读者在语音编码和复述方面的程度相同。然而，无论呈现方式如何，阅读能力较差者的绝对表现仍比按实际年龄匹配的对照组差。
