SRCLD Presentation Details
Deficits in Word Form Encoding Characterize Developmental Learning Disability
Karla McGregor -
University of Iowa, University of Sydney
Even as young adults, people with developmental learning disability (LD) have difficulty learning new word forms. To determine the source of the problem, we examined word form encoding, retention, and integration over the course of one week. Thirty students with LD and 40 without were taught 12 novel words and referents via 12 passive exposures. Immediately after teaching, we measured encoding via form recognition and recall. One week later, we measured retention via repetition of the recall task and integration via a visual world competition paradigm. At immediate posttest, the LI group did not differ from peers on recognition of form but they were poorer at recall. The recall gap remained equivalent in size one week later; therefore, retention over time did not differ between groups. Responses to the visual world paradigm suggested good integration of word forms into the lexicon on the part of the LD group. We conclude that word form learning problems associated with LD are rooted in encoding deficits. NIH-NIDCD-5R01DC011742-02.