title: What learning-disabled readers fail to retrieve on verbal dichotic tests: a problem of encoding, retrieval, or storage?
abstract: Three theoretical models were assessed as a framework for capturing learning-disabled readers' faulty word retrieval. To this end, learning-disabled and skilled readers were compared on verbal dichotic listening tasks for free recall and cued recall of word lists organized by semantic, phonemic, and structural features. The results indicated that disabled readers were comparable on free recall but were inferior to skilled readers on cued recall. No ability group differences were found for categorical and noncategorical recall intrusions during the cued recall phase. Cued recall performance was further analyzed for individual differences in memory trace structure (via the Tulving & Watkins, 1975, reduction method), ear asymmetry, and the allocation of attention to word features prior to cuing. Results indicated that during the cued recall phase, disabled readers' memory traces were inferior in structure to those of skilled readers, even though the two ability groups produced comparable symmetrical recall patterns for the ear presentations. Further, disabled readers had lower selective attention scores for the interhemispheric processing of information prior to cuing than did skilled readers. Taken together, the results suggest that, prior to cued recall, disabled readers suffer from attentional difficulties during interhemispheric processing, which in turn influences the structural formation of their memory trace.
authors: Educational Psychology, University of Northern Colorado, Greeley 80639.
authors: H L
authors: HL
authors: Swanson
mesh_terms: D002648:Child; D003071:Cognition; D003463:Cues; D004007:Dichotic Listening Tests; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006320:Hearing Tests; D006801:Humans; D007807:Language Tests; D008297:Male; D008568:Memory; D011939:Mental Recall; D012107:Research Design; D014706:Verbal Learning