Motor enactment has been shown to facilitate verbal memory in normal children. Since evidence for both memory impairment and motor dysfunction has often been found in children with learning disabilities, this effect was studied in learning disabled children segregated as to whether they demonstrated motoric impairments. Using a memory for sentences procedure, learning disabled boys, with and without motor impairments, were compared with normal controls when trained with and without motor enactment. Memory in both normal andlearning disabled subjects (with and without motor impairment) improved significantly following motor enactment. The trend in the data was for greater improvement in the learning disabled. Lines of future research are suggested.
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