open access
메뉴
open access
메뉴
E-ISSN : 2733-4538
The performance of 12 3rd grade children with reading-comprehension disablility(RD) and 12 normal children was examined on tasks assessing working memory, short-term memory, wordreading, syllable reading, articulation speed, and syntactic processing. Analysis of variance with age and full-scale IQ covariated showed that children with RD had smaller working memory span and short-term memory span, needed more time for familiar words and pseudo-words reading, and showed slower articulation speed than normal children. And they made more errors in syllable reading and sentence-span task. But in syntactic process task, there was no significant difference between the two groups. These results suggest that children with RD have smaller memory span and/or phonological processing deficit, and that these two factors would contribute summatively to RD.