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Autor:
Fischbach, Anne;
Könen, Tanja;
Rietz, Chantal S.;
Hasselhorn, Marcus:
Titel:
What is not working in working memory of children with literacy disorders?
Evidence from a three-year-longitudinal study
Quelle:
In: Reading and Writing,
27
(2014)
2
, 267-286
URL des Volltextes:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-178478
URN:
urn:nbn:de:0111-pedocs-178478
Sprache:
Englisch
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Schlagwörter:
Arbeitsgedächtnis,
Intelligenztest,
Kind,
Kognitive Prozesse,
Lesestörung,
Lesetest,
Phonologie,
Raumvorstellung,
Schuljahr 03,
Schuljahr 04,
Schuljahr 05,
Visuelle Wahrnehmung
Abstract(original):
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-Abteilung:
Bildung und Entwicklung
Notizen: