A Cross-Modal Working Memory Binding Span Deficit in Reading Disability

Autor/inn/en	Toffalini, Enrico; Marsura, Mara; Garcia, Ricardo Basso; Cornoldi, Cesare
Titel	A Cross-Modal Working Memory Binding Span Deficit in Reading Disability
Quelle	In: Journal of Learning Disabilities, 52 (2019) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418786691
Schlagwörter	Short Term Memory; Reading Difficulties; Dyslexia; Associative Learning; Memorization; Word Recognition; Elementary School Students; Secondary School Students; Visual Stimuli; Auditory Stimuli; Phonological Awareness + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Gedächtnistraining; Worterkennung; Sekundarschüler; Auditive Stimulation
Abstract	Successful reading demands the ability to combine visual-phonological information into a single representation and is associated with an efficient short-term memory. Reading disability may consequently involve an impaired working memory binding of visual and phonological information. The present study proposes two span tasks for assessing visual-phonological working memory binding. The tasks involved memorizing cross-modal associations between nonsense figures and nonwords, and they were administered, with other working memory measures, to children with and without a reading disability. The tasks required recognizing which figure was associated with a given nonword and recalling which nonword was associated with a given figure. Children with a reading disability had a similar significant deficit in both cross-modal binding tasks when compared with the control children, and the difference remained significant even after controlling for other verbal and nonverbal working memory measures. The cross-modal binding tasks described here seem to capture a core aspect of working memory associated with reading and may be a useful procedure for assessing reading disabilities. (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