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Author(s): Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus
Title: What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study
In: Reading and Writing, 27 (2014) 2, S. 267-286
DOI: 10.1007/s11145-013-9444-5
URN: urn:nbn:de:0111-pedocs-178478
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-178478
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arbeitsgedächtnis; Intelligenztest; Kind; Kognitive Prozesse; Lesestörung; Lesetest; Phonologie; Raumvorstellung; Schuljahr 03; Schuljahr 04; Schuljahr 05; Visuelle Wahrnehmung
Abstract: The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed.
DIPF-Departments: Bildung und Entwicklung