Working Memory in Children with Learning Disabilities in Reading versus Spelling: Searching for Overlapping and Specific Cognitive Factors

Autor/inn/en	Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus
Titel	Working Memory in Children with Learning Disabilities in Reading versus Spelling: Searching for Overlapping and Specific Cognitive Factors
Quelle	In: Journal of Learning Disabilities, 48 (2015) 6, S.622-634 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414521665
Schlagwörter	Foreign Countries; Elementary School Students; Children; Learning Disabilities; Short Term Memory; Reading Difficulties; Spelling; Orthographic Symbols; German; Grade 3; Multivariate Analysis; Phonology; Executive Function; Cognitive Processes; Serial Ordering; Hypothesis Testing; Intelligence Tests; Articulation (Speech); Reading Ability; Visual Perception; Spatial Ability; Germany; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Learning handicap; Lernbehinderung; Kurzzeitgedächtnis; Reading difficulty; Leseschwierigkeit; Schreibweise; Deutscher; School year 03; 3. Schuljahr; Schuljahr 03; Multivariate Analyse; Fonologie; Cognitive process; Kognitiver Prozess; Ordnen; Ordnungsstruktur; Ordnungssystem; Hypothesenprüfung; Hypothesentest; Intelligence test; Intelligenztest; Reading competence; Lesekompetenz; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Deutschland
Abstract	In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies. (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	2020/1/01