Developmental trends within memory‐deficient reading‐disability subtypes

Abstract

This study examined memory patterns of children from three memory‐deficient reading‐disability (RD) groups that differed according to patterns of abstract reasoning and perceptuomotor functions. The investigation examined differences on a verbal learning task among four different age groups and among different neuropsychological subtypes. Results suggested that performances of the subtypes varied across trials and that each group benefited from repeated trials of the task. Developmental trends were also noted. Findings suggest that some RD children may not consistently utilize verbal strategies for coding/retrieval of information. Furthermore, remedial interventions need to consider both developmental and neuropsychological factors.