Free recall of concrete and abstract words in poor and normal readers

Abstract

The present study compared poor and normal readers in second and sixth grade on free recall of concrete and abstract words. On the basis of the assumption that memory for abstract words relies more heavily upon linguistic coding ability than does memory for concrete words, it was expected that poor readers would have much greater difficulty on recall of abstract words than would normal readers, but would more closely approximate the normal readers on recall of concrete words. The hypothesis was confirmed at the second-grade level but not at the sixth-grade level, wherein the magnitude of group differences on concrete words was comparable to that on abstract words. Post hoc analyses of intrusion errors suggested that the linguistic coding hypothesis may be a viable explanation of reader group differences on memory tasks only at lower age levels.