EXECUTIVE PROCESSING IN LEARNING-DISABLED READERS

Three experiments determine whether memory difficulties experienced by learning-disabled readers may be attributable, in part, to executive processing. In Experiment 1, learning-disabled readers. matched to skilled readers on chronological age and reading-comprehension ability, were compared on the Concurrent Digit Span measure presented under high (6-digit) and low (3-digit) memory-load conditions as they concurrently sorted cards into verbal or nonverbal categories. Experiment 2 utilized the same task as Experiment 1, except that learning-disabled (LD) readers of low and average working-memory capacity were compared with skilled readers of average and high working-memory capacity. Both experiments clearly showed that LD readers' performance is depressed under high memory-load conditions. Experiment 2 also indicated that overall performance of non-learning-disabled (NLD) readers was predictable from LD readers, suggesting that ability-group differences are related to global processing efficiency rather than to isolated verbal and nonverbal systems. In Experiment 3, LD and NLD readers were compared on their ability to recall central and secondary information from base and elaborative sentences tasks under high- and low-effort encoding conditions. LD readers had significantly poorer secondary recall during high-effort encoding conditions when compared to skilled readers. Taken together, the results are discussed within a framework that views individual differences in reading comprehension as reflecting, in part, executive processing (i.e., resource monitoring) activities.