Chapter 2 - Learning Disabilities and Memory

Abstract

Memory is a critical area of focus in the field of Learning Disabilities (LDs) as it is linked to performance in several academic and cognitive areas. This chapter characterizes and selectively reviews past as well as current research on memory skills, describes the components and stages of processing that influence memory performance, and discusses current trends and the implications of memory research for the instruction of children as well as adults with LDs. The assumption when applied to LDs was that the more strategic information needed for effective memory performance, the more likely the task will be affected by the cognitive growth in the child. The normal achievers recalled more information that was central to the task when compared to learning disabled children, whereas learning disabled children recalled more incidental information than did normal achievers. In addition to the ability-group and age-related differences in the use of rehearsal, differences in the use of organizational strategies were investigated. Ability-group and age-related differences have suggested that learning disabled and younger children are less likely to organize or take advantage of the organizational structure of items. Children who become experts at certain tasks often have learned simple strategies and, through practice, have discovered ways to modify them into more efficient as well as powerful procedures.