The Effects of Organizational Dimension on Memory for Words in Learning-Disabled and Nondisabled Readers

Abstract

This study determines whether residual recall differences between reading ability groups after a memory-training task on a sort/recall task reflect the dimensions of organizational processing. Within a theoretical framework that views memory organization as representing independent dimensions (i.e., integrative and elaborative), two experimental phases assessed learning-disabled and nondisabled readers' recall of word lists. For the first experimental phase, integrative condition, children were induced to sort and recall word lists by three separate features-semantic, phonemic, or orthographic. Age and ability group differences emerged in the free recall and organizational processing (i.e., selective attention to the organization of word features). For the second experimental phase, elaborative condition, children sorted familiar and unfamiliar word lists combining all three classes of organizational features (i.e., semantic, phonemic, orthographic) within each list. Although age-related effects occurred on free recall, clustering, and selective attention, no ability-group effects emerged. The results suggest that when compared to age-related nondisabled readers, learning-disabled readers adequately access word features organized by elaborative but not integrative dimensions. Four implications of the study are discussed.