Specific Impairment in Developmental Reading Disabilities

Abstract

Children with developmental reading disabilities (RD) frequently display impaired working memory functioning. However, research has been divergent regarding the characteristics of the deficit. Our investigation addressed this controversy by assessing Baddeley's working memory model as a whole rather than focusing on particular aspects of it, as has been done by much of the research to date. Participants included 20 children with RD and 20 typical readers between the ages of 9 and 13. The phonological loop, visual-spatial sketchpad, and central executive were assessed according to Baddeley's model. The results demonstrated that children with RD have an impaired phonological loop but intact visual-spatial sketchpad and central executive functioning as compared to controls. In terms of the phonological loop, the deficit appears to be specific to the phonological store. Furthermore, our research supports a relationship between phonological processing and phonological loop functioning.

Neuropsychological characteristics of dyslexic children

“…Data obtained in this research confi rms fi ndings of Kibby and Cohen (2008) and Kibby et al (2004), since there was a group difference in the verbal WM tasks (FW and BW digit spans); however, no differences were observed in the visuo-spatial WM tasks (Corsi blocks; De Jong et al, 2009).…”

“…According to Baddeley´s working memory model (WM; 2000), dyslexic children may present impairment in tasks involving the phonological loop ,even though most of these individuals have within average performances in skills that involve the visuo-spatial sketchpad, central executive and/or episodic buffer subcomponents (Kibby & Cohen, 2008;Kibby et al, 2004). Data obtained in this research confi rms fi ndings of Kibby and Cohen (2008) and Kibby et al (2004), since there was a group difference in the verbal WM tasks (FW and BW digit spans); however, no differences were observed in the visuo-spatial WM tasks (Corsi blocks; De Jong et al, 2009).…”

“…According to Baddeley's (2000) Working Memory Model, dyslexic children usually present impairment in tasks involving the phonological loop subcomponentalthough in most cases, their abilities involving the visuospatial sketchpad, central executive and/or episodic buffer subcomponents are preserved (Kibby & Cohen, 2008;Kibby, Marks, Morgan, & Long, 2004).…”

The influence of working memory load on response inhibition in children with attention-deficit/hyperactivity disorder or reading disorder

“…Although RD is primarily associated with linguistic problems, like impairments in phonological processing and slower serial naming speed (Pennington, Groisser, & Welsh, 1993;Purvis & Tannock, 2000;Rucklidge & Tannock, 2002;Semrud-Clikeman, Guy, Griffin, & Hynd, 2000;Willcutt et al, 2001), EF deficits, like inhibition and WM problems have also been reported (e.g., Purvis & Tannock, 2000;Swanson, Mink, Bocian, 1999;van der Schoot, Licht, Horsley, & Sergeant, 2000;Van De Voorde, Roeyers, Verté, & Wiersema, 2010). In terms of Baddeley's WM model, results have been in favour of no problems, only verbal, or both verbal and visual-spatial WM problems (e.g., Kibby, Marks, Morgan, & Long, 2004;Savage, Lavers, & Pillay, 2007;Swanson, Ashbaker, & Lee, 1996).…”

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

“…Neurological disharmony may impact the central executive (Kibby et al, 2004) and working memory (Willis, 2008), and is believed to contribute to challenges with attention, organization, and recall. The relationship of cognitive challenges to learning informed the explicit instruction model of Archer and Hughes (2011), which requires identifying and presenting critical information, and deliberately explaining and demonstrating procedures and concepts.…”