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Students' cued recall of all the tasks was also measured. The everyday working memory tasks included a dance episode event recall test; a library procedure recall test; and recall tests of commonly found objects, such as a coin, a telephone, and a McDonald's\u2122 sign. Compared to students without LD, students with LD performed poorly on both the academic recall tasks and the everyday recall tasks. These results support the notion that some students with LD may have working memory problems that affect their performance on tasks other than reading. The results of the cued recall showed that the availability of cues significantly decreased the ability group differences on many of the academic and everyday tasks. This result replicates prior research findings that students with LD do not use retrieval strategies effectively and that some students with LD may have a production deficiency that affects their retrieval of previously encoded information.<\/jats:p>","DOI":"10.1177\/00222194030360050101","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"394-406","source":"Crossref","is-referenced-by-count":30,"title":["Memory for Everyday Information in Students with Learning Disabilities"],"prefix":"10.1177","volume":"36","author":[{"given":"John K.","family":"McNamara","sequence":"first","affiliation":[{"name":"Department of Child and Youth Studies at Brock University,"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Bernice","family":"Wong","sequence":"additional","affiliation":[{"name":"Faculty of Education at Simon Fraser University"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2003,9,1]]},"reference":[{"key":"atypb1","volume-title":"Working memory. 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