| Abstract | Hypothesized that the recall of order of children with reading disability would be inferior to that of good readers in situations where a phonetic strategy is optimal (i.e., when temporal order recall, but not necessarily spatial order recall, is required). 32 2nd graders, 16 good and 16 poor readers
(determined by the Woodcock Reading Mastery Tests), served as Subjects. On separate tests for retention of temporal sequence and spatial location, the good readers were better than the poor readers on the temporal order task as expected, but contrary to expectation, they maintained their superiority on the spatial task as well. Nevertheless, differences in the error patterns of the good and the poor readers are supportive of earlier evidence than links poor readers' short-term memory deficiencies to reduced effectiveness of phonetic representation. |
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