The Influence of an Orienting Task on the Memory Performance of Children with Reading Problems

Abstract

This study investigated the hypothesis that differences in performance between reading disabled and normal children on a rote memory task could be eliminated if both groups were induced to process the material to be remembered in the same manner. The free recall of fourth-grade good and poor readers was tested following a free study period and the performance of an orienting task that required subjects to sort the material into taxonomic categories. There was a significant group by conditions interaction, with recall differences in the free study condition being eliminated following performance of the orienting task. The results have important implications for theoretical explanations of performance deficits in reading disabled children.

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