Objective: To investigate differences in memory performance among children diagnosed with more than one Learning Disorder and those without a learning Disorder Diagnosis. Method: Participants included 74 children with no diagnosis and 26 children diagnosed with a combination of two or more learning disorders, including math, reading, and writing disorders. Of the total 100 participants, 47 percent identified as Caucasian, 15 percent identified as Black, 30 percent identified as Hispanic, and 8 percent identified as other. Sixty-one percent of participants were male, the mean age of participants was 9.61 years of age, and mean years of education was 3.84 years. Results: An independent samples T-test was conducted to compare groups on the WRAML-2 indices. The T-tests indicated a significant difference between the multiple learning disorder group (M = 99.27) and the no diagnosis group (M = 109.41) on the verbal memory index only (t (98) = 3.263, p = .002,...

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