DIPF database of publications

Detailansicht Treffer

DIPF database of publications

Show results

Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus:

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 , 267-286

URL of full text:



Document type
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Arbeitsgedächtnis, Intelligenztest, Kind, Kognitive Prozesse, Lesestörung, Lesetest, Phonologie, Raumvorstellung, Schuljahr 03, Schuljahr 04, Schuljahr 05, Visuelle Wahrnehmung

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.

Education and Human Development