Immediate memory functions in reading disability subtypes

This study examined immediate memory processes in specific reading disability subtypes. Three subgroups ( n = 15 in each subgroup) of reading disabled children were examined: (a) perceptual-motor disorder, (b) verbal disorder-general, and (c) verbal disorder-specific (memory). The three groups were...

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Bibliographic Details
Published in:Brain and language 1989-02, Vol.36 (2), p.181-192
Main Authors: Wood, Kevin M., Richman, Lynn C., Eliason, Michele J.
Format: Article
Language:English
Subjects:
Behavioral psychophysiology
Biological and medical sciences
Child
Color Perception
Dyslexia - classification
Dyslexia - psychology
Fundamental and applied biological sciences. Psychology
Humans
Memory, Short-Term
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Semantics
Verbal Learning
Wechsler Scales
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Summary:This study examined immediate memory processes in specific reading disability subtypes. Three subgroups ( n = 15 in each subgroup) of reading disabled children were examined: (a) perceptual-motor disorder, (b) verbal disorder-general, and (c) verbal disorder-specific (memory). The three groups were matched for age and full scale IQ. All children received a memory-for-colors task (Color Span Test) designed to evaluate intra- and intermodal serial memory functioning. Comparison of memory profiles for the three reading disability subtypes revealed that patterns varied depending on mode of stimulus presentation or response. Although all three groups performed considerably below normative levels on each of the four subtests of the Color Span Test, all subjects performed significantly better on verbally presented items than on visually presented items. The findings were interpreted to suggest that these reading disabled children may not consistently utilize verbal strategies for coding or retrieval of information when stimuli are visually presented.
ISSN:0093-934X
1090-2155
DOI:10.1016/0093-934X(89)90060-6