Phonological working memory and central executive function differ in children with typical development and dyslexia

Alt, Mary; Fox, Annie B.; Levy, Roy; Hogan, Tiffany P.; Cowan, Nelson; Gray, Shelley

doi:10.1002/dys.1699

Cited by 20 publications

(12 citation statements)

References 66 publications

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“…The colour cueing reduced the amount of information students needed to retain in working memory because the colour‐cued exemplar and graphic organizer provided a constant model back to which students could refer as needed. This finding aligns with suggestions (Alt et al, 2021) that students with dyslexia require more working memory supports than their typical peers.…”

Section: Discussionsupporting

confidence: 92%

Colour‐cuedparagraph writing instruction for students with learning disabilities

Ewoldt

Byrne

2023

Dyslexia

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Expository paragraph writing is difficult to learn and teach. For many students, particularly those with learning disabilities, it is difficult to manage the multiple, simultaneous complex processes required for success. And for their teachers, writing is the content area in which they feel least prepared to teach. This intervention applied the concept of reverse engineering to instructional design to teach expository paragraph writing using a color‐cued graphic organizer. The study evaluated the effects of using a systematic color code to highlight the alignment of where ideas originate in a graphic organizer to their development into a sentence within a well‐organized expository paragraph. Using a single case research design, with a pre‐ and post‐intervention assessments, students (n = 5) with dyslexia improved their expository paragraph knowledge and skills. Percentage of non‐overlapping data and Tau analyses indicate a large to very large effect of the 2‐week intervention. Results, suggestions for further research, and implications for practice are discussed.

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Section: Discussionsupporting

confidence: 92%

Colour‐cuedparagraph writing instruction for students with learning disabilities

Ewoldt

Byrne

2023

Dyslexia

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“…For instance, poor math skills have been repeatedly linked to deficits in multiple aspects of EF, particularly visuospatial working memory (David, 2012;Geary, 2004;Mammarella et al, 2018). RD, independent of MD, has also been associated with poor EF (Alt et al, 2022;Reiter et al, 2005). Akin to the present study, nearly half of children with RD also demonstrated low EF abilities, independent of ADHD diagnoses (Al Dahhan et al, 2022).…”

Section: Behavioral Differences In Ef and Working Memorysupporting

confidence: 52%

Neurocognitive risk factors for co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing

Marks¹,

Pollack²,

Meisler

et al. 2022

Preprint

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What makes math difficulties so common in children with dyslexia? The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring reading disability (RD) and math disability (MD). We tested reading, math, and cognitive skills in a sample of 86 children in 3rd–7th grade (ages 9-13) with RD. Within this sample, 35% of children had RD only with no weakness in math, 43% had co-occurring RD+MD, and over 20% demonstrated a possible vulnerability in math. We investigated whether RD-Only and RD+MD students differed behaviorally in their phonological awareness, reading skills, or executive function, as well as in the brain mechanisms underlying word reading and visuospatial working memory using fMRI. We found that the additional difficulty with math in children with RD was unrelated to differences in behavioral or brain measures of phonological awareness related to speech or print. However, the RD+MD group performed significantly worse than the RD-Only group on multiple measures of executive function, including working memory and processing speed. The RD+MD group also exhibited reduced brain activations for visuospatial working memory relative to the RD-Only group. Continuous analyses along a spectrum of math ability revealed that greater math difficulties were associated with reduced activation in the visual cortex. These converging neuro-behavioral findings suggest that poor executive function in general, and differences in visuospatial working memory in particular, are associated with co-occurring MD among children with RD.

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“…En los participantes analizados a partir de las pruebas psicométricas suministradas se identificó que a menor fluidez fonológica menor es la repetición de pseudopalabras; este hallazgo concuerda con la investigación realizada por Ehrhorn et al (2020), donde evaluaron 160 niños, divididos en cuatro grupos (desarrollo típico, DS, trastorno de desarrollo del LG y DS-trastorno de desarrollo del LG), midieron la capacidad de repetición de pseudopalabras, encontrando que los puntajes bajos en las tareas de repetición se asocian a deficiencias en la fluidez fonológica en personas con DS. Estos resultados coinciden con los hallazgos del estudio realizado por Loucas et al (2016), quienes evidenciaron una relación directa entre los déficits en la repetición de pseudopalabras y la fluidez fonológica (Cunningham et al, 2021;Nora et al, 2021;Alt et al, 2021;Schraeyen et al, 2019).…”

Section: Discussionunclassified

Características fonológicas en población escolar con dislexia: Un modelo de ecuaciones estructurales

et al. 2022

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Introducción: El trastorno específico del aprendizaje es una entidad nosológica del neurodesarrollo, las manifestaciones clínicas se hacen evidentes en la etapa escolar y son persistentes en el transcurso de la vida. La dislexia (DS) se caracteriza por una afectación en la comprensión y fluidez del proceso lector, asociada a déficits neurocognitivos. Objetivo: Analizar. la relación existente entre fluidez fonológica, repetición, denominación y comprensión verbal en niños con diagnóstico de DS. Método: Se empleó una muestra de N=114 personas con diagnóstico de DS escolarizados, en edades entre 7 y 16 años y un. muestreo no probabilístico. Construimos un modelo de ecuaciones estructurales (MEE) en el software RCran 4.0.4, para analizar la relación entre las variables latentes (fluidez fonológica, fluidez semántica, repetición de pseudopalabras, repetición de frases, denominación y comprensión verbal), a través de los resultados de pruebas psicométricas estandarizadas; Test de Fluencia Verbal, Test de Boston, Evaluación Neuropsicológica Infantil y Escala Weschler IV de Inteligencia. Resultados: Las covarianzas entre fluidez fonológica y todos los componentes del lenguaje (LG) fueron positivas; fluidez semántica (σxy=0,55), repetición de pseudopalabras (σxz=0,53), repetición de frases (σxw=0,64), denominación del LG (σxv=0,60), comprensión verbal (σxy=0,57), lo que indica una relación directa. En las personas con DS, a menor fluidez fonológica mayores deficiencias del LG. Conclusión: En la DS la fluidez fonológica y semántica es limitada y se relaciona de manera directa conlas manifestaciones clínicas de este trastorno del neurodesarrollo (TN).

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Phonological working memory and central executive function differ in children with typical development and dyslexia

Cited by 20 publications

References 66 publications

Colour‐cuedparagraph writing instruction for students with learning disabilities

Colour‐cuedparagraph writing instruction for students with learning disabilities

Neurocognitive risk factors for co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing

Características fonológicas en población escolar con dislexia: Un modelo de ecuaciones estructurales

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