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To test the hypothesis that the developmental lag in verbal rehearsal which has been documented for the learning disabled is due to a naming speed deficit (i.e., slow retrieval of stimulus names), the serial recall performance of 64 learning disabled children at four grade levels (1, 3, 5, and 7) was compared under three stimulus presentation conditions: a standard 2 second (2S) presentation rate which served as a control condition, a slower 6 second (6S) presentation rate, and a subject controlled (SC) variable stimulus exposure time. It was hypothesized that the 6S and SC conditions would facilitate the use of verbal rehearsal (as reflected in improved primacy recall) by allowing more time for retrieval and rehearsal of the names of the stimulus items (animal pictures). As predicted, the three stimulus presentation conditions affected primacy recall differently: SC produced the greatest primacy; 6S produced the greatest recency in combination with moderate primacy; 2S produced a recency, but no primacy, effect. In general, findings indicated that, for the learning disabled: slow naming of stimulus items contributes to deficient verbal rehearsal under rapid stimulus presentation rates, the experimental provision of additional time to retrieve and rehearse the stimulus names facilitates verbal rehearsal, and developmental increases in speed of naming precede developmental increases in the use of efficient verbal rehearsal strategies. (Author/SBH)

Based on an empirical study of over 3,000 learning disabled children and on a review of research, the paper outlines intellectual, attention and verbal mediation, social-affective, and oral and written characteristics of learning disabled students. Among the findings reported are the following: the median educational retardation is one grade below the mental age reading grade expectancy; there may be a characteristic Wechsler Intelligence Scale for Children-Revised profile for the learning disabled group, but few individual learning disabled children actually conform to this pattern; children identified as learning disabled generally demonstrate a 2 or 3 year developmental lag in the ability to attend selectively; learning disabled children are less socially accepted and more unpopular than their peers; and learning disabled children are more deficient in nonmeaningful than meaningful aspects of language. (SB)