Do Immediate Memory Deficits in Students with Learning Disabilities in Reading Reflect a Developmental Lag or Deficit?: A Selective Meta-Analysis of the Literature

Abstract

The purpose of the present study was to synthesize research that directly compares children with and without learning disabilities in reading on immediate memory performance. Forty-one studies were included in the synthesis, which involved 161 effect sizes. The overall mean effect size estimate in favor of children without learning disabilities in reading was -.61 ( SD=.87). Effect size estimates were submitted to a descriptive and a weighted least-square regression analysis. Results from the full regression model indicated that children with learning disabilities were distinctly disadvantaged compared to average readers when memory manipulations required the naming of visual information and task conditions involved serial recall. Age, IQ, and reading scores were not significant predictors of effect size estimates. Most importantly, nonstrategic (type of task and materials) rather than strategic factors best predicted effect size estimates. The results also indicated that memory difficulties of readers with learning disabilities persisted across age, suggesting that a deficit model best captures the performance of children with learning disabilities. Results are discussed in relation to current developmental models of learning disabilities.