Brief visual memory processes in reading disabled children.

Abstract

The information processing approach was used as a basis for studying some brief visual memory processes in reading disabled children. Three aspects of processing were examined, viz. (i) Duration of icon persistence; (ii) Performance under different backward masking conditions; and (iii) Processing of information into a more durable short-term visual memory store. It was found that there were no differences in the duration of icon persistence in reading disabled children, but that these children exhibited marked impairment in performance in the tasks used in the latter two experiments. The reasons for the reading disabled children's poorer performance in these tasks were not apparent. Speculations about the strategies used by these children in approaching the tasks are made. Possible implications and directions for future research are discussed.