Interrelationships of perceptual modality, short-term memory and reading achievement.

摘要: Visual and auditory components of short-term memory perception were used as predictors vocabulary comprehension reading for 72 children from Grades 2 to 5 in a low socio-economic rural school. All six variables significantly intercorrelated (with the exception visual perception). When canonical correlation analysis was applied using four scores measuring two scores, one significant, each variable made significant contribution. Not only are part learning read but both channels important.