What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study.

Autor/inn/en	Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus
Titel	What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study.
Quelle	In: Reading and writing, 27 (2014) 2, S. 267-286 PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9444-5
URN	urn:nbn:de:0111-pedocs-178478
Schlagwörter	Arbeitsgedächtnis; Kognitiver Prozess; Intelligenztest; Lesetest; Intelligenztest; Kind; Visuelle Wahrnehmung; Raumvorstellung; Kognitiver Prozess; Lesetest; Arbeitsgedächtnis; Kind; Schuljahr 03; Schuljahr 04; Schuljahr 05; Leseschwäche; Visuelle Wahrnehmung; Raumvorstellung
Abstract	The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed.(DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1