Working Memory Profiles of Children with Dyslexia, Developmental Language Disorder, or Both

Autor/inn/en	Gray, Shelley; Fox, Annie B.; Green, Samuel; Alt, Mary; Hogan, Tiffany P.; Petscher, Yaacov; Cowan, Nelson
Titel	Working Memory Profiles of Children with Dyslexia, Developmental Language Disorder, or Both
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 6, S.1839-1858 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Dyslexia; Developmental Disabilities; Language Impairments; Short Term Memory; Executive Function; Phonology; Visual Perception; Spatial Ability; Group Membership; Grade 2; Attention; Learning Disabilities + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kurzzeitgedächtnis; Fonologie; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Gruppenzugehörigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Aufmerksamkeit; Learning handicap; Lernbehinderung
Abstract	Purpose: Compared to children with typical development, children with dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are or whether the deficits align with diagnostic category. The purpose of this study was to determine whether different working memory profiles would emerge on a comprehensive battery of central executive, phonological, visuospatial, and binding working memory tasks and whether these profiles were associated with group membership. Method: Three hundred two 2nd graders with typical development, dyslexia, DLD, or dyslexia/DLD completed 13 tasks from the Comprehensive Assessment Battery for Children--Working Memory (Gray, Alt, Hogan, Green, & Cowan, n.d.) that assessed central executive, phonological, and visuospatial/attention components of working memory. Results: Latent class analyses yielded 4 distinct latent classes: low overall (21%), average with high number updating (30%), average with low number updating (12%), and high overall (37%). Children from each disability group and children from the typically developing group were present in each class. Discussion: Findings highlight the importance of knowing an individual child's working memory profile because working memory profiles are not synonymous with learning disabilities diagnosis. Thus, working memory assessments could contribute important information about children's cognitive function over and above typical psychoeducational measures. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01