Effects of learning names for random nonsense shapes prior to a probe-type serial-recall task were investigated in disabled readers. 33 10-yr.-old, right-handed boys were subjects in a 3 (reading groups) × 2 (training conditions) × 6 (serial positions) repeated-measures, split-plot level analysis of covariance design. No differences among reading groups on recall strength or primary recall were found, suggesting similar verbal skills. Deficiencies in verbal mediation did not appear to account for the reading disability of these subgroups.
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