DO IMMEDIATE MEMORY DEFICITS IN STUDENTS WITH LEARNING-DISABILITIES IN READING REFLECT A DEVELOPMENTAL LAG OF DEFICIT - A SELECTIVE METAANALYSIS OF THE LITERATURE

The purpose of the present study was to synthesize research that direc tly compares children with and without learning disabilities in readin g on immediate memory performance. Forty-one studies were included in the synthesis, which involved 161 effect sizes. The overall mean effec t size estimate in favor of children without learning disabilities in reading was -.61 (SD=.87). Effect size estimates were submitted to a d escriptive and a weighted least-square regression analysis. Results fr om the full regression model indicated that children with learning dis abilities were distinctly disadvantaged compared to average readers wh en memory manipulations required the naming of visual information and task conditions involved serial recall. Age, IQ, and reading scores we re not significant predictors of effect size estimates. Most important ly, nonstrategic (type of task and materials) rather than strategic fa ctors best predicted effect size estimates. The results also indicated that memory difficulties of readers with learning disabilities persis ted across age, suggesting that a deficit model best captures the perf ormance of children with learning disabilities. Results are discussed in relation to current developmental models of learning disabilities.