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Memory by Ear and by Eye: Relationships to Reading Achievement.

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Title: Memory by Ear and by Eye: Relationships to Reading Achievement.
Authors: Bruning, Roger H.
Peer Reviewed: N
Page Count: 15
Publication Date: 1977
Document Type: Speeches/Meeting Papers
Descriptors: Auditory Perception, Cognitive Processes, Failure, Intermediate Grades, Memory, Reading Difficulty, Reading Processes, Reading Research, Success, Visual Perception
Abstract: In two experiments, visual and auditory memory were tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single-mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to those for the single-mode presentation. Good readers, however, had significantly faster latencies with multiple input. Generally, results supported dual encoding and self-terminating memory search hypotheses for previously encoded stimuli. Implications of the latency differences between reader groups are discussed with respect to the reading process and reading theory. (Author)
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 1977)
Journal Code: RIEAUG1977
Entry Date: 1977
Accession Number: ED136247
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED136247
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    Text: Full Text from ERIC
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PubType: Conference
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  Label: Title
  Group: Ti
  Data: Memory by Ear and by Eye: Relationships to Reading Achievement.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Bruning%2C+Roger+H%2E%22">Bruning, Roger H.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1977
– Name: TypeDocument
  Label: Document Type
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  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulty%22">Reading Difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: In two experiments, visual and auditory memory were tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single-mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to those for the single-mode presentation. Good readers, however, had significantly faster latencies with multiple input. Generally, results supported dual encoding and self-terminating memory search hypotheses for previously encoded stimuli. Implications of the latency differences between reader groups are discussed with respect to the reading process and reading theory. (Author)
– Name: Note
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  Data: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 1977)
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    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Auditory Perception
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Failure
        Type: general
      – SubjectFull: Intermediate Grades
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Visual Perception
        Type: general
    Titles:
      – TitleFull: Memory by Ear and by Eye: Relationships to Reading Achievement.
        Type: main
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          Name:
            NameFull: Bruning, Roger H.
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1977
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