Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities

Autor/in	Swanson, H. Lee
Titel	Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities
Quelle	In: Journal of Learning Disabilities, 44 (2011) 4, S.358-371 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411407866
Schlagwörter	Reading Comprehension; Reading Difficulties; Maintenance; Testing; Short Term Memory; Intelligence Quotient; Longitudinal Studies; Arithmetic; Measures (Individuals); Children; Classification; California + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Testdurchführung; Testen; Kurzzeitgedächtnis; Intelligenzquotient; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Messdaten; Child; Kind; Kinder; Classification system; Klassifikation; Klassifikationssystem; Kalifornien
Abstract	This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children's WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10