Patricia G Bowers

• Ph.D.
• Professor Emeritus at University of Waterloo

The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.

That symbol naming speed is an importantcorrelate of reading skill has been generallyacknowledged. Just what contribution it makesand why is a much more difficult question. Wesuggest that the search for such answers isbest developed within a broad model of readingskill acquisition. We propose an informalmodel and review evidence for several of itsl...

This article integrates the findings in the special issue with a comprehensive review of the evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolvi...

The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the prese...

The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.

Repeated reading of meaningful text has been shown to produce improvements in reading rate, fluency, and comprehension in readers of varying ability. The assisted repeated reading (ARR) method, which provides a fluent and expressive (i.e., prosodic) model, has been proposed as being particularly helpful in this regard. However, it is unclear which...

The present research investigated the role of word identification skills, text phrasing, and two individual difference variables (auditory analysis and digit naming speed) on the oral reading fluency and expressiveness of poor and average Grade 5 readers (mean age = 10.8 years). The children′s oral reading and text parsing performance was measured...

The contributions of naming speed measured on both serial-list and various discrete-trial formats to several reading subskills were examined longitudinally to determine their impact independent of other reading-related skills on reading disabilities. Tests of symbol naming speed, phonological awareness, vocabulary, memory span and coding speed were...

A study examined the theory that partially independent deficits in phonemic awareness and symbol naming speed contribute to reading disability. Subjects of the study were chosen from six second-grade classrooms to represent poor and average readers, rather than a regular class distribution. On the basis of AAT (phonemic deletion scores) and DNS (di...

[propose] that a largely independent individual difference factor, indexed by speed of naming simple visual symbols such as single digits or letters, has a significant effect upon learning and retrieving orthographic patterns / the reading disabled child typically has difficulties in both phonemic sensitivity and in orthographic processing / argue...

Factors related to the slower reading of text by reading disabled compared to average readers were studied. Thirty-seven children selected as poor and average readers in Grade 2 were followed through Grade 4; each year they reread text passages at a level of difficulty appropriate for each child. Phonological awareness (phoneme deletion) and digit-...

In this paper, we review several lines of convergent research to discuss the relationship between developmental dyslexia and slow symbol naming speed. We describe the interactive development of orthographic and phonological codes, and we discuss the methodological problems that may have led to underestimating the importance of individual difference...

Two longitudinal studies examined a "double deficit" hypothesis of reading disorders that contends that along with a core phonological deficit, slow speed of lexical access disrupts the efficient formation of orthographic representations and their quick retrieval. In the first study, 38 children from 6 classrooms in a predominantly white, middle cl...

Speed of word identification is important in the theories of reading proposed by La Berge and Samuels (1974) and Perfetti (1985), and is substantially correlated with reading skill. However, there is controversy about whether disabled readers have a speed deficit that is restricted to the identification of printed words, or if instead, they have a...

A study investigated how knowledge of a word's meaning, phonology, and orthography influences who will become a poor reader and who will develop adequate skill. Subjects (38 students from a small Ontario, Canada, city) were selected in grade 2 for their poor reading ability and followed until they reached grade 4. Conditions were devised in which l...

Examined phonological awareness, naming speed, and rote memory correlates of different reading skills in 27 4th graders, identified by teachers as either average or poor readers. Measures included the Peabody Picture Vocabulary Test—Revised (PPVT—R), the Canadian Test of Basic Skills, and the Digit Span subtest of the Wechsler Intelligence Scale fo...

The experience of nonvolition in response to hypnotic suggestions was investigated for 126 Ss. 2 different scales, a new scale providing discrete options for response and a previously used volition rating scale, gave Ss an opportunity to describe some of their subjective experiences after completion of a 12-item adaptation for group administration...

In an attempt to isolate factors that may distinguish between severely reading-disabled and "ordinary" poor readers, the authors investigated how well measures of verbal short-term memory and naming speed for digits and colors predict children's reading achievement under various IQ control conditions. Subjects were 8- to 11-year-old children of at...

Comments on the article on hypnotic behavior by N. P. Spanos (see record 1988-03434-001) with special reference to Spanos's views on the experience of nonvolition in hypnosis. The present author agrees with Spanos that hypnotized individuals retain control of their behavior and are not under the power of the hypnotist but disagrees about the valid...

Nineteen children who had EEG diffuse slow frequency profiles suggesting a maturational lag were retested 1 to 2 years later receiving both EEG and psychometric assessments. They were compared to 18 children who also had been tested previously but did not have the slow frequency profile. Children with the maturational lag profile displayed varying...

Investigated the independence of naming speed (NS), auditory memory (AM), and visual processing speed (VPS) for scores on 3 subtests of the Woodcock-Johnson Tests of Psycho-Educational Achievement, using 39 children (aged 7–15 yrs). The effects of age, general intellectual ability, and attentiveness were controlled. Analyses showed that NS contribu...

Investigated the role of demand characteristics in dream change by comparing dream report change following pre- and postsleep administrations of instructions to pay attention to specific dream content. This design was based on the assumption that if presleep instructions merely distort dream reports rather than influence actual dreams, report chang...

Investigated the role of demand characteristics in dream change by comparing dream report change following pre- and postsleep administrations of instructions to pay attention to specific dream content. This design was based on the assumption that if presleep instructions merely distort dream reports rather than influence actual dreams, report chang...

The process by which thoughts are experienced as effortless and non-volitional rather than planful and intentional is discussed as it relates to hypnosis, creativity, and dreams. A scale of effortless experiencing ¹ is described, and its correlates, such as hypnotizability, certain indices of creativity, and other qualities of imagination, are repo...

How well the Stanford Hypnotic Susceptibility Scales (Weitz-enhoffer & Hilgard, 1959, 1962) assess what Weitzenhoffer (1978) terms the “classic suggestion effect” is addressed by developing an index of nonvolitional behavior (N-VB) for a group form of the Stanford Hypnotic Susceptibility Scale, Form C (SHSS:C) of Weitzenhoffer and Hilgard (1962) gi...

Considers the nature of a relation between hypnotizability and creativity, using theoretical argument, controlled research, and pilot studies. The results of several previously reported studies suggest that creativity and hypnotizability are related in student populations via their common reliance on nonvolitional fantasy processes cued by a task....

In the selection of Ss for the study of specific topics within hypnosis it is often desirable to include a few Ss known to have the specialized ability under investigation. To that end a modification of the Stanford Hypnotic Susceptibility Scale, Form C (SHSS:C) of Weitzenhoffer and Hilgard (1962) has been tested in which one of the original items...

Creative people and highly hypnotizable people describe their experience of finding creative solutions or responding to hypnotic suggestions as “effortless.” It is suggested that receptiveness to subconscious work accounts for the experience of effortlessness in both tasks. An experiment using 32 high and low hypnotizable men and women was designed...

Thesis (Ph. D.)--University of Illinois, 1965. Microfilm. s Includes bibliographical references.

Tests assessing two aspects of a child's role-playing ability-his portrayal of others and of himself in an unfamiliar situation-were developed and called the Dramatic Acting Test and the Hypnosis Simulation Test. The relations of these tests to several developmental variables, including intelligence, discrimination ability, and social maturity, wer...