Bauer R H, Emhert J
J Exp Child Psychol. 1984 Apr;37(2):271-81. doi: 10.1016/0022-0965(84)90005-5.
Reading disabled and nondisabled children (13-14 years of age) were presented lists of 10 words each at different rates (one word per 1, 2, and 4 sec), and immediately after the last word of each list they recalled the words in any order. Recall of the first few words presented from each list (the primacy effect) was lower in reading-disabled than nondisabled children, and slower presentation rates increased the primacy effect in both groups. These findings suggest that reading-disabled children are not completely failing to use elaborative encoding but are using less effective elaborative encoding than nondisabled readers. With all presentation rates, recall of the last few words (the recency effect) was comparable in both groups, suggesting that older reading-disabled children encode and recognize the stimuli and that elaborative encoding is deficient in reading-disabled in spite of adequate stimulus encoding and recognition.
向阅读障碍儿童和非阅读障碍儿童（13 - 14岁）分别呈现每组包含10个单词的列表，呈现速度不同（每个单词分别以1秒、2秒和4秒的速度呈现），并且在每组列表的最后一个单词呈现后，他们可以以任意顺序回忆这些单词。阅读障碍儿童对每组列表中最初呈现的几个单词（首因效应）的回忆低于非阅读障碍儿童，并且较慢的呈现速度增加了两组儿童的首因效应。这些发现表明，阅读障碍儿童并非完全无法使用精细编码，而是使用的精细编码效果不如非阅读障碍读者。在所有呈现速度下，两组儿童对最后几个单词的回忆（近因效应）相当，这表明年龄较大的阅读障碍儿童能够编码和识别刺激，尽管有足够的刺激编码和识别，但阅读障碍儿童的精细编码仍存在缺陷。
