This research is aimed at characterizing the differences between good, average and poor young readers on tasks involving memory for orally-presented linguistic mater ial. The results show differences between the groups in their ability to reproduce linguistic material orally, particularly when contextual cues are reduced or linguistic complexity increased. Differences were also found in recognition abilities and in the effect of changing the speed of presentation. These differences were interpreted as being due to poorer speech decoding/memory encoding in the less-able readers, possibly as a result of slower information processing.
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