Motor Sequencing of Boys with Learning Disabilities: Modeling and Verbal Rehearsal Strategies

Abstract

This study examined the effects of model type and verbal rehearsal strategy in relation to motor sequencing of boys with learning disabilities (LD). Eighty boys, ages 7 and 8 years, were exposed to four experimental conditions in a 2 × 2 (Model × Verbal Rehearsal Strategy) design. Subjects were randomly assigned to one of four groups: (a) visual-silent model/verbal rehearsal, (b) visual-verbal model/verbal rehearsal, (c) visual-silent model/ no verbal rehearsal, and (d) visual-verbal model/ no verbal rehearsal. The four groups were statistically equal on measures of age, IQ, behavior, learner modality preference, and motor proficiency. Data collected for experimental analysis were generated by the Motor Sequencing Test which measured the ability to model seven locomotor tasks in the correct order. Results revealed that the boys with LD performed significantly better on the motor sequencing test when trained in verbal rehearsal strategy. However, results indicated no significant difference in motor sequencing under visual-silent and visual-verbal model conditions.