Rhona S Johnston
Biographic Data
| ID | 5706814 |
|---|---|
| NAME | Rhona S Johnston |
| GIVEN NAMES | Rhona S |
| FAMILY NAME | Johnston |
| SIGNATURE | JOHNSTON R S |
| AFFILIATIONS | University of St Andrews |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 1 |
Perceptual Dysfunction in Poor Readers
S ummary . The purpose of this study was to consider reading disorders in children within the context of their general perceptual development. A review of the literature suggested that visual and auditory perceptual skills advance from a holistic to an analytical approach, and that reading skills also show this progression. It was proposed that poor readers might show impairments in visual and auditory segmentation tasks, if these skills are impo…
Phonological similarity effects, memory span and developmental reading disorders
Eight‐ and 11‐year‐old poor readers of average and below average intelligence carried out a visually presented immediate memory task, recalling strings of similar‐ and dissimilar‐sounding letters. Task difficulty was adjusted for each child by determining memory span for the dissimilar items prior to the memory task. All poor reader groups recalled significantly more dissimilar‐ than similar‐sounding items, and the magnitude of these effects was …
Phonological coding in dyslexic readers
A study was made of the ability of 9‐, 12‐, and 14‐year‐old dyslexics to recall auditorily presented rhyming and non‐rhyming letter strings. These children showed a normal phonemic confusability effect, although overall their recall was much poorer than that of their chronological age controls; their recall levels were in fact very similar to those of their reading age controls. It was concluded that although previous studies have argued that poo…
Phonological similarity effects, memory span and developmental reading disorders
Eight‐ and 11‐year‐old poor readers of average and below average intelligence carried out a visually presented immediate memory task, recalling strings of similar‐ and dissimilar‐sounding letters. Task difficulty was adjusted for each child by determining memory span for the dissimilar items prior to the memory task. All poor reader groups recalled significantly more dissimilar‐ than similar‐sounding items, and the magnitude of these effects was …
Phonological coding in dyslexic readers
A study was made of the ability of 9‐, 12‐, and 14‐year‐old dyslexics to recall auditorily presented rhyming and non‐rhyming letter strings. These children showed a normal phonemic confusability effect, although overall their recall was much poorer than that of their chronological age controls; their recall levels were in fact very similar to those of their reading age controls. It was concluded that although previous studies have argued that poo…
Phonological similarity effects, memory span and developmental reading disorders
Eight‐ and 11‐year‐old poor readers of average and below average intelligence carried out a visually presented immediate memory task, recalling strings of similar‐ and dissimilar‐sounding letters. Task difficulty was adjusted for each child by determining memory span for the dissimilar items prior to the memory task. All poor reader groups recalled significantly more dissimilar‐ than similar‐sounding items, and the magnitude of these effects was …
Perceptual Dysfunction in Poor Readers
S ummary . The purpose of this study was to consider reading disorders in children within the context of their general perceptual development. A review of the literature suggested that visual and auditory perceptual skills advance from a holistic to an analytical approach, and that reading skills also show this progression. It was proposed that poor readers might show impairments in visual and auditory segmentation tasks, if these skills are impo…
Cognitive psychology (3 works) · Developmental psychology (3 works) · Linguistics (3 works) · Psychology (3 works) · Reading (process) (3 works) · Reading and Literacy Development (3 works) · Coding (social sciences) (1 work) · Cognition (1 work) · Context (archaeology) (1 work) · Dyslexia (1 work)