Role of Verbal Memory in Reading Text Comprehension of Individuals with Down Syndrome

Autor/inn/en	Levorato, Maria Chiara; Roch, Maja; Florit, Elena
Titel	Role of Verbal Memory in Reading Text Comprehension of Individuals with Down Syndrome
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 116 (2011) 2, S.99-110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
DOI	10.1352/1944-7558-116.2.99
Schlagwörter	Down Syndrome; Memory; Reading Comprehension; Children; Verbal Ability; Short Term Memory + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Gedächtnis; Leseverstehen; Child; Kind; Kinder; Mündliche Leistung; Kurzzeitgedächtnis
Abstract	This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1 month) were matched on reading text comprehension, which was the primary variable of interest, with 23 typically developing children (ages 6 years, 2 months-7 years, 1 month). The two groups were compared on verbal skills and verbal memory. The results showed that working memory (concurrent storage and processing functions), but not short-term memory, predicted unique variance in reading text comprehension, after the verbal skills were controlled for. No group differences emerged in the relationship between verbal memory and reading text comprehension. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10