Attentional deficits and word attributes preferred by learning disabled children in grades 2, 4, and 6.

Abstract

This study investigated the postulated effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 15 learning disabled children each in Grades 2, 4, and 6. An analysis of errors in recall suggests that the children in the second grade did not encode and retrieve information as did their normal counterparts but rather used several stimulus attributes in retrieval. The children in the sixth grade, however, evidenced a significant preference for the orthographic attribute in recall as did normal second grade children. These findings are discussed as they relate to attention deficits, the capacity of short-term memory and achievement in learning disabled children.