SHORT-TERM MEMORY IN MATHEMATICS-PROFICIENT AND MATHEMATICS-DISABLED STUDENTS AS A FUNCTION OF INPUT-MODALITY/OUTPUT-MODALITY PAIRINGS.

Examines effects of different input-modality/output-modality pairings on the short-term memory (STM) of 6th graders identifies as mathematics-proficient or mathematics-disabled. Several reasons for the difficulty to evaluate the instructional utility of the modality model; Determining the aural presentation for serial lists of digits and letters produced.