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Does a Production Deficiency Hypothesis Account for Vocabulary Learning Among Adolescents with Learning Disabilities?

Peter C. Griswold, EdD. is a resource room teacher with the Milburn Public Schools, Milburn, New Jersey. This study is based on his doctoral dissertation, completed through the Department of Special Education, Teachers College, Columbia University. He is interested in children's use of learning and memory strategies in the classroom.

Lynn M. Gelzheiser

Lynn M. Gelzheiser, EdD, is assistant professor in the Department of Educational Psychology and Statistics, State University of New York at Albany. Her interests include instruction designed to enhance strategy use, appropriate assessment, and mainstreaming.

Margaret Jo Shepherd

Margaret Jo Shepherd, EdD, is associate professor and coordinator of the Learning Disabilities Program at Teachers College, Columbia University. Currently, she is interested in beginning reading instruction for children who are at risk for reading disability. Address: Margaret Jo Shepherd, Box 223, Depariment of Special Education, Teachers College, Columbia University, New York, NY 10027.

To test a production deficiency view of learning disabilities, students identified as learning disabled or normally achieving were compared on a vocabulary learning task. Subjects studied a list of words and definitions and then took a sentence completion vocabulary test. Subjects were not told how to study. The learning disabled group learned fewer words than the normally achieving group, as indicated by vocabulary learning test scores. The two groups did not differ in the observable learning strategies used during the study period; the most frequently observed strategy was rehearsal with self-testing. For all subjects, strategy use did not account for vocabulary learning score. Scores on standardized reading vocabulary and comprehension tests predicted vocabulary learning test score for the total group. The implications of these findings relative to a production deficiency view of learning disabilities are discussed.

Journal of Learning Disabilities, Vol. 20, No. 10, 620-626 (1987)
DOI: 10.1177/002221948702001008


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