Working Memory and Learning in Children with Developmental Coordination Disorder and Specific Language Impairment

Autor/inn/en	Alloway, Tracy Packiam; Archibald, Lisa
Titel	Working Memory and Learning in Children with Developmental Coordination Disorder and Specific Language Impairment
Quelle	In: Journal of Learning Disabilities, 41 (2008) 3, S.251-262 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408315815
Schlagwörter	Language Impairments; Memory; Language Skills; Psychomotor Skills; Disabilities; Measures (Individuals); Comparative Analysis; Visual Perception; Spatial Ability; Verbal Ability; Task Analysis; Correlation + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Gedächtnis; Language skill; Sprachkompetenz; Psychomotorische Aktivität; Handicap; Behinderung; Messdaten; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mündliche Leistung; Aufgabenanalyse; Korrelation
Abstract	The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory function for their age level, and this pattern was also found to be characteristic of a larger DCD group with varied language abilities. SLI-group deficits in standard scores were observed for the verbal versions of the short-term and working memory tasks only. There were also differential links between memory and attainment between the two groups, with visuospatial working memory strongly related to numeracy in the SLI group and all of the memory measures correlated with at least one attainment measure in the DCD group. Reasons for why working memory contributes to learning in these two developmental groups are discussed. (Contains 3 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10