CONCEPTUAL PRIMING DIFFERENCES AND READING-ABILITY

Based on current theories of memory and reading ability, we hypothesiz ed that children's reading ability would be correlated with two forms of memory priming that reflect implicit memory processes. One memory m easure reflected direct (repetition) priming, and the other represente d indirect or semantic priming. We contrasted these relationships to t hat between explicit memory (i.e., episodic recognition performance) a nd reading. In a sample of 60 sixth graders, the indirect (semantic) p riming measure accounted for 26% of the variance in Stanford Achieveme nt Test Reading scores, while the episodic recognition measure account ed for 20% of the variance. The two memory measures had a modest inter correlation, and in combination they accounted for 35% of the reading variance. The direct (repetition) priming measure did not correlate si gnificantly with SAT Reading. These findings have relevance to reading theories that emphasize the role of automatic spreading activation in language comprehension. (C) 1996 Academic Press, Inc.