Development of Working Memory from Grade 3 to 5: Differences between Children with and without Mathematical Learning Difficulties

Autor/inn/en	Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Schuchardt, Kirsten; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard
Titel	Development of Working Memory from Grade 3 to 5: Differences between Children with and without Mathematical Learning Difficulties
Quelle	In: International Journal of Disability, Development and Education, 65 (2018) 5, S.509-525 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2017.1419555
Schlagwörter	Short Term Memory; Grade 3; Grade 4; Grade 5; Differences; Mathematics Instruction; Learning Problems; Mathematics Skills; Foreign Countries; Learning Disabilities; Reading Difficulties; Spelling; Phonology; Spatial Ability; Visual Perception; Elementary School Students; Elementary School Mathematics; Control Groups; Germany + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Unterscheiden; Mathematics lessons; Mathematikunterricht; Lernproblem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Schreibweise; Fonologie; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Elementare Mathematik; Schulmathematik; Deutschland
Abstract	Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01