Temporal Order, Meaningfulness, and Reading Ability

Abstract

54 boys, aged 10 to 15 yr., were divided into two groups according to reading ability. They were presented with temporal sequences of meaningless figures, meaningful figures, letters, and digits. In general, poorer readers made significantly more errors than better readers in retaining temporal sequences. Results however, differed with respect to the nature of the material in the sequences. With meaningless figures no difference appeared, but with meaningful figures and letters, a significant difference between the two groups of readers was established. With digits, the difference between the two groups did not reach significance. After Blank and Bridger, the results were interpreted on the basis of poor functioning of verbal mediation processes in dyslectics.