The high level of dependence on color-coding among learning disabled and mentally handicapped students may reflect a situation similar to that reported by Chute in which students of different ability levels were affected differently by the presence or absence of color in instructional materials. Not only did the learning-disabled and mentally handicapped students in the experimental group score much higher on the tasks that involved color-coded notation than on the uncolored notation, but it also appeared that the color-coded notation enabled them to score as high as or higher than the other students"
