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THE RELEVANCE OF VISUAL SEQUENTIAL MEMORY TO READING
Author(s) -
CRISPIN LISA,
HAMILTON WIN,
TRICKEY G.
Publication year - 1984
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1984.tb00841.x
Subject(s) - psychology , reading (process) , test (biology) , cognitive psychology , relevance (law) , linguistics , paleontology , philosophy , political science , law , biology
S ummary . One feature of the Barking Reading Project has been the development of a range of assesment techniques for classroom use. The assessment of visual sequential memory is discussed in relation to an assessment procedure included in the final revision of the test battery. A series of reliability and validity measures are presented. One study in particular related to this test development is described. This was concerned with the effects of labelling strategies on visual sequential memory tasks. Two alternatives are compared with the Barking Reading Project test. Nineteen junior school children were given the three visual sequential memory assessments individually and were also given a group reading test. Results are discussed in terms of two approaches to the description of reading difficulties: a task analysis approach and a structuralist approach. The relationship of visual sequential memory to other reading subskills is considered in the light of current research. Implications for the channel/process theory of deficits are drawn.