Abstract
This article is an extension of work reported earlier in this journal (Weaver 1978). In that paper, we echoed the commonly suggested need for examining reading difficulties in relation to higher-order language processes and offered a schema-theoretical framework for guiding such an examination. In this article we report the findings and implications of an empirical investigation into the characteristics of story recall abilities in students with dyslexia or severe reading disabilities.
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The research reported here was a collaborative effort and the order of authorship is arbitrary. A version of this paper was presented at the annual meeting of the New York Branch of the Orton Society, New York City, March 1979. Preparation of this article was supported by a grant from Harvard University with funds supplied by the Spencer Foundation. We acknowledge the assistance of Carol Evans in typing this manuscript. Finally, we are indebted to Nancy Stein for providing stimuli and raw data and for aiding in the scoring of recall protocols; without her cooperation our work could not have been conducted.
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Weaver, P.A., Dickinson, D.K. Story comprehension and recall in dyslexic students. Bulletin of the Orton Society 29, 157–171 (1979). https://doi.org/10.1007/BF02653740
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DOI: https://doi.org/10.1007/BF02653740