B - 101 Comparing Working Memory and Verbal Comprehension between Adults with Learning Disabilities in Math Versus Reading.

Abstract

This study uses the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) to compare working memory and verbal comprehension of adults with learning disorders in math (LD-M) and learning disorders in reading (LD-R). The data were chosen from a de-identified database in the Neuropsychology Assessment Center (NAC) at Nova Southeastern University. The sample chosen consisted of adults with LD-M (N = 37) and LD-R (N = 35). The participants were mostly female (70.8%). The racial background consisted of African Americans (15.3%), Caucasians (48.6%), Latino-Hispanics (25.0%), and Others (11.1%). The mean education of the sample was 13.5years and the mean age was 30.6. All of the participants were administered the WAIS-IV to evaluate verbal comprehension and working memory. An independent samples t-test with the Bonferroni correction revealed that LD-M (M = 85) scored significantly lower in working memory (p = 0.03) than LD-R (M = 91) with medium effect size (d = 0.52). However, there were no significant differences in verbal comprehension between LD-M and LD-R. There were significant differences in working memory between LD-M and LD-R but not in verbal comprehension. LD-R performed better than LD-M in working memory, but LD-M did not perform better in verbal comprehension. The results suggest that although LD-R might have an advantage over LD-M in terms of working memory, LD-M might not necessarily have an advantage over LD-R in terms of verbal comprehension. Keywords: working memory, adults, verbal comprehension, Specific Learning Disorder.