Auditory Recall of Conceptually,Phonetically,and Linguistically Similar Words By Normal and Learning-Disabled Children

Abstract

The effect of auditory free recall on four lists of monosyllabic word ensembles was studied in learning-disabled and nondisabled children. Familiar word lists for sequential and nonsequential recall performance included phonetic, conceptual, linguistic, and control ensembles. Recall scores of the learning-disabled children were significantly lower on all familiar word lists for both sequential and nonsequential recall compared with normal-reading children, while recall was better for both groups with conceptually and linguistically similar words compared with initial phonetic consonant cues and control words. These findings support the assumption that a deficiency in ability to retain auditory verbal stimuli is related to specific learning disabilities in reading.