This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

Eighteen children (ages 6-16) with attention deficit hyperactivity disorder (ADHD) were compared to 20 controls on both process and product scores from the California Verbal Learning Test for Children. Children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays. (Contains…

Three groups of 34 learning disabled children (12 to 16 years old) and one control group of normal readers were asked to retain verbal material across distrator intervals ranging from 9 to 24 seconds. LD children's retention of verbal material is more susceptible to interference from similar material than normals. (Author)

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

A study examined the effects of overt phonologic impairment on the phonological awareness, verbal working memory, and letter knowledge of 29 children with phonologic impairment and 16 controls (ages 3-6). Children with phonologic impairment performed significantly worse on tasks of verbal working memory, phoneme segmentation, and letter…

The article examines the subgroup (15-20 percent) of learning disabled children who have problems with immediate verbatim recall of sequences of verbal information. Processing inefficiency in coding phonological language features leads to academic deficiencies in fluent word identification and word analysis skills. (Author/DB)