Examines the memory coding processes of skilled and less skilled readers during the reading of connected text. Finds that, along with phonological coding, semantic processing contributes an important amount of variance to deficiencies in the reading of connected text. (RS)

A total of 15 learning-disabled and 15 skilled readers viewed three groups of nonsense pictures (unnamed, name-nonassociated, and name-associated), then recalled them later. Results suggested learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.…

Examines, in 9- and 12-year-olds, two theories of disabled readers' memory deficiencies. Subjects were compared on diotic and dichotic listening tasks for recall of semantically organized, phonemically organized, and categorically unrelated wordlists. Dependent measures included free recall, serial recall, recall organization, and hierarchical…

Investigated how working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit and whether limitations in enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. Results suggest that learning-disabled suffer generalized working…

Investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory by comparing learning disabled and nondisabled readers in two age groups on dichotic listening tasks that included orienting and nonorienting instructions. (HOD)