Information processing in reading-disabled and nondisabled children.
Reading disabled and nondisabled children (13-14 years of age) were presented lists of 10 words each at different rates (one word per 1, 2, and 4 sec), and immediately after the last word of each list they recalled the words in any order. Recall of the first few words presented from each list (the primacy effect) was lower in reading-disabled than nondisabled children, and slower presentation rates increased the primacy effect in both groups. These findings suggest that reading-disabled children are not completely failing to use elaborative encoding but are using less effective elaborative encoding than nondisabled readers. With all presentation rates, recall of the last few words (the recency effect) was comparable in both groups, suggesting that older reading-disabled children encode and recognize the stimuli and that elaborative encoding is deficient in reading-disabled in spite of adequate stimulus encoding and recognition.
D000293:Adolescent; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D013067:Speech Perception; D014706:Verbal Learning