Short‐term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities

Cowan, Nelson; Hogan, Tiffany P.; Alt, Mary; Green, Samuel; Cabbage, Kathryn L.; Brinkley, Shara; Gray, Shelley

doi:10.1002/dys.1557

Cited by 56 publications

(62 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A longitudinal study of children with and without dyslexia risk showed that capacity for verbal and nonverbal serial order learning was associated with reading ability and phonological awareness (Bogaerts, Szmalec, De Maeyer, Page, & Duyck, 2016). A deficit in maintaining serial order in short-term memory across several modalities was confirmed in a sample of children with dyslexia with and without concomitant language impairment (Cowan et al, 2017). Several studies showed that serial-order learning, both in the verbal and nonverbal modality, was found to be deficient in adults with dyslexia as well (Bogaerts, Szmalec, Hachmann, Page, & Duyck, 2015; Hachmann et al, 2014; Szmalec, Loncke, Page, & Duyck, 2011).…”

Section: Known Sequential Processing Deficits In Dyslexiamentioning

confidence: 94%

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

Peter

Lancaster

Vose

et al. 2017

Clinical Linguistics & Phonetics

View full text Add to dashboard Cite

The purpose of this study was to investigate the hypothesis that individuals with dyslexia and individuals with childhood apraxia of speech share an underlying persisting deficit in processing sequential information. Levels of impairment (sensory encoding, memory, retrieval, motor planning/programming) were also investigated. Participants were 22 adults with dyslexia, 10 adults with a probable history of childhood apraxia of speech (phCAS), and 22 typical controls. All participants completed nonword repetition, multisyllabic real word repetition, and nonword decoding tasks. Using phonological process analysis, errors were classified as sequence or substitution errors. Adults with dyslexia and adults with phCAS showed evidence of persisting nonword repetition deficits. In all three tasks, the adults in the two disorder groups produced more errors of both classes than the controls, but disproportionally more sequencing than substitution errors during the nonword repetition task. During the real word repetition task, the phCAS produced the most sequencing errors, whereas during the nonword decoding task, the dyslexia group produced the most sequencing errors. Performance during multisyllabic motor speech tasks, relative to monosyllabic conditions, was correlated with the sequencing error component during nonword repetition. Results provide evidence for a shared persisting sequential processing deficit in the dyslexia and phCAS groups during linguistic and motor speech tasks. Evidence for impairments in sensory encoding, short-term memory, and motor planning/programming was found in both disorder groups. Future studies should investigate clinical applications regarding preventative and targeted interventions towards crossmodal treatment effects.

show abstract

Section: Known Sequential Processing Deficits In Dyslexiamentioning

confidence: 94%

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

Peter

Lancaster

Vose

et al. 2017

Clinical Linguistics & Phonetics

View full text Add to dashboard Cite

show abstract

“…General processing speed has been found to reflect in problems of RAN, to predict reading fluency, and to mediate the RAN—reading association among children (Papadopoulos et al, ). Moreover, earlier studies indicate WM problems to be related to reading difficulties and to RAN—reading relationship among children (Cowan et al, ; Majerus & Cowan, ; Papadopoulos et al, ). However, knowledge of how adult‐age processing speed and WM are related to adult‐age reading skills or to persistence of childhood RD is insufficient.…”

Section: Introductionmentioning

confidence: 97%

Resolving reading disability—Childhood predictors and adult‐age outcomes

et al. 2018

View full text Add to dashboard Cite

We examined frequency of adult‐age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult‐age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult‐age from those participants whose RD persisted to adult‐age. All the individuals with childhood RD performed weaker than the controls in adult‐age working memory, processing speed, and verbal skills. Educational level among both RD groups was lower than that among the controls. Unemployment of individuals with persistent adult‐age RD (31.6%) was higher than that of individuals with improved adult‐age RD (13.8%) or that of the controls (8.1%). According to our findings, rapid naming is one evident factor differentiating individuals with persisted RD from those with ameliorated reading fluency. Also, better adult‐age reading fluency has significance for adult‐age employment among individuals with childhood RD.

show abstract

“…Furthermore, this common learning disability involves about 80 percent of the learning disabled population, although the prevalence rate may differ from country to country [16]. Many researchers report that dyslexia is created by four causes: perceptual deficits [17][18][19][20][21], memory deficits [22,23], language processing deficits [7], and visual processing deficits [24][25][26]. Dyslexia does not only affect reading and writing but it has also been proved to cause topographic disorders and orientation problems [27][28][29][30].…”

Section: Introductionmentioning

confidence: 99%

Geography Teachers’ Knowledge of and Perceptions on Dyslexia

et al. 2020

View full text Add to dashboard Cite

At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.

show abstract

Short‐term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities

Cited by 56 publications

References 61 publications

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

Sequential processing deficit as a shared persisting biomarker in dyslexia and childhood apraxia of speech

Resolving reading disability—Childhood predictors and adult‐age outcomes

Geography Teachers’ Knowledge of and Perceptions on Dyslexia

Contact Info

Product

Resources

About