Visual-Verbal Paired Associate Learning: an Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French first and second Grade Children

A file containing the data and a file describing the variables. The aim of the study was to investigate the contribution of visual-verbal paired associate learning to reading ability. To this end, children in first and second grade completed various tasks including word reading and visual-verbal paired associate learning. The data correspond to the socio-demographic characteristics of the sample (e.g. age, gender, socio-economic status) and the test results. The results are currently being published in the Journal of Educational Psychology.