Comparison of Working and Visual Memory in Children with and Without Dyslexia

Abstract

Objectives: This study aimed at comparing working and visual memory in children with and without dyslexia. Methods: The sample consisted of 61 children without dyslexia and 64 children with dyslexia from third to sixth grade in elementary school. The inclusion criteria were children aged nine to 12 who had no history of medical eye disease and visual impairment, the exclusion criteria were mentally retarded children. Purposeful sampling was used to collect the data. The participants completed Wechsler forward and backward digit span test and Benton Visual Test. A multivariate analysis of variance (MANOVA) was used to analyze the data. Results: Results showed that there was a significant difference between normal children and those with dyslexia regarding their direct memory (F = 25.34, P < 0.001, partial eta square = 0.18), backward memory (F = 30.78, P < 0.001, partial eta square = 0.21), and Benton Visual Retention (F = 17.56, P < 0.001, partial eta square = 0.13). Conclusions: The performance of children with dyslexia was weaker than those without dyslexia in regards to their working and visual memory. The highest level of impairment was seen in backward, direct, and visual memory, respectively, in children with dyslexia. Theoretical and practical implications of the findings will be discussed.

Context and target recollection for words and pictures in young adults with developmental dyslexia

“…The observed pattern is interesting because it shows the difference not only in verbal but also in pictorial memory. Overall, it is consistent with some findings (e.g., Smith-Spark and Fisk, 2007;Menghini et al, 2011;Talepasand et al, 2018) but inconsistent with others showing no decline in the pictorial memory or the overall visual ability (see McManus et al, 2010;Snowling, 2019). This pattern also suggests that the differences in memory functioning in dyslexia are not consistent between the different modalities.…”

“…Previous research has mostly, but not always (e.g., Bacon and Handley, 2014 ), theoretically analyzed and investigated the latter concept ( cf . Menghini et al, 2011 ; Talepasand et al, 2018 ).…”

Diagnosing Learning Disorders in Children: A Comparison of Certainty Factor and Dempster-Shafer Methods

“…Dyslexia learning disorder represents a visual disability that affects reading ability [17]. Moreover, according to Talepasand and Eskandaripour et al's research [18], a child's learning disorder due to an inability to recognize words is a dyslexic disorder. Meanwhile, the inability to develop writing skills is typically a dysgraphia failure [16,[19][20][21][22].…”

Informação visual na dislexia: influência da oculomotricidade durante a leitura

“…Segundo estudos, a maioria dos escolares com dislexia apresentam alteração em uma parte do sistema visual, primordial para o processamento de eventos visuais e do controle oculomotor (TALEPASAND et al, 2018). Estudos ainda comprovam que, durante a leitura, os escolares com dislexia apresentam movimentos oculares com características diferentes de todos os outros leitores (LUCA et al, 2002;PRADO et al, 2007).…”