The investigation examines the effects of different input-modality/output-modality pairings on the short-term memory of 6th graders identified as mathematics-proficient or mathematics-disabled. Serial lists of digits and consonants were presented visually and aurally to each subject. Subjects responded either verbally or graphic symbolically during an immediate recall procedure. A significant 2-way input-modality by output-modality interaction suggested that short-term memory capacity among the 3 groups (2 mathematics-disabled groups and a control mathematics-proficient group) differed as a function of the modality used to present the items in combination with the output response required. The findings are discussed relative to the ineffective use of memory codes by the disabled students and the usefulness of the modality model as an instructional procedure and curricular rationale.
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