Verbal Performance of Learning Disabled Children as a Function of Input Organization

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Abstract
The purpose of this study was to investigate the recall performance of learning disabled children as a function of material organization and difficulty. Forty-eight children diagnosed as having learning disabilities were randomly subdivided into two groups receiving either organized or unorganized material. Three levels of material difficulty were used. Results indicated no influence of material organization on subjects' recall performance. Subjects did, however, perform differently as a function of material difficulty. Implications for future research and practice are discussed.