Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

© 2003, British Psychological Society. All rights reserved. Children with poor reading comprehension in spite of good reading accuracy (poor comprehenders), have unimpaired phonological short-term memory and show normal memory for lists of words. The present paper explores poor comprehenders’ immediate memory for meaningful sentences. Poor comprehenders were worse at sentence repetition than controls and an error analysis revealed a qualitative difference in the nature of errors made by the two groups. The groups made a similar proportion of errors which altered the sentence structure; however, the poor comprehenders’ errors were more likely to alter the meaning of the target sentence than those made by the controls. This finding is discussed in terms of the educational implications of poor memory for meaning-based information in poor comprehenders.

Type

Journal article

Journal

Educational and Child Psychology

Publication Date

01/01/2003

Volume

20

Pages

7 - 18