Memory strategies in children with learning disabilities

Abstract

Memory strategies were examined among children, 7-13 years old, with diagnosed learning disabilities, in order to investigate whether they perform in appropriately active and efficient ways. The children were grouped at two age levels and administered tasks of serial recall and free recall. A strategy-training session was conducted on the second task. On the serial recall, neither age group showed evidence of rehearsal, in contrast to previous studies. On the free recall task, the younger children's performance was consistent with the mediation deficiency hypothesis, while the older children improved in sorting, clustering, and recall following training; i.e., they showed a typical production deficiency. There was support for considering this sample of learning disabled children as inactive learners, with potential developmental change. Serial recall improved with age, and the older children's production deficiences in free recall appeared to be ameliorated with training in organizational strategies.