The influence of working memory on reading growth in subgroups of children with reading disabilities

Working Memory in Portuguese Children With Developmental Dyslexia

“…Furthermore, the presence of intact CE functioning in children with DD has also been reported (Kibby & Cohen, 2008;Landerl et al, 2009;van der Sluis, van der Leij, & de Jong, 2005). Numerous studies have found that CE predicted variance in reading decoding (Gathercole et al, 2006;Jerman et al, 2012;Nevo & Breznitz, 2011;Swanson & Ashbaker, 2000), reading comprehension (Sesma, Mahone, Levine, Eason, & Cutting, 2009;Swanson & Jerman, 2007), reading fluency (Berninger et al, 2006;Nevo & Breznitz, 2011;Swanson & Jerman, 2007), and mathematical ability (Andersson, 2008;Jerman et al, 2012). Conversely, some studies have not found a predictive effect of CE on reading accuracy and/or reading comprehension (Berninger et al, 2006;Sesma et al, 2009).…”

“…Strong empirical evidence supports the presence of significant CE impairments in children with DD (Savage, Lavers, & Pillay, 2007;Swanson et al, 2009). These CE deficits may occur in the presence or absence of significant deficits in the PL or VSSP (Jeffries & Everatt, 2004;Smith-Spark & Fisk, 2007;Swanson, 2012;Swanson & Jerman, 2007), suggesting that the memory deficits associated with DD go beyond the temporary storage of information; information processing is also compromised. However, controlling the influence of PL on CE performance has produced contradictory results.…”

Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years

“…More complex shifting skills have been found to be predictive of performance in children aged 7 years and older (Bull et al, 1999;Bull & Scerif, 2001;McLean & Hitch, 1999;van der Sluis et al, 2004). Finally, whereas some studies report a specific relation between executive functioning and mathematics independent of reading skills (e.g., Bull & Scerif, 2001), it is clear that executive functioning skills have been implicated in many aspects of learning, including language comprehension, reading, and writing (e.g., Gathercole, Alloway, Willis, & Adams, 2006;Gathercole & Pickering, 2000;Gathercole et al, 2004;Swanson & Jerman, 2007). Therefore, one of the aims of this study is to determine the specificity of the relationship between early cognitive and academic skills (in this case reading and mathematics).…”

Caracterização do desempenho de crianças com dislexia do desenvolvimento em tarefas de escrita

“…Obviamente, uma importante fonte de variação nestas manifestações comportamentais é a natureza da ortografia que a criança disléxica está aprendendo. 8,9,13 No entanto, também observamos nos resultados do presente estudo discrepâncias no acerto das tarefas escritas. Nessa perspectiva, deve-se considerar que a apropriação do sistema de escrita é um processo evolutivo no qual o aprendiz vai elaborando hipóteses ou idéias a respeito do que é a escrita, as quais revelam diferentes graus de conhecimentos que estão sendo constituídos.…”

“…De acordo com a literatura 13 crianças com dislexia apresentam problemas no processamento da memória de trabalho, ou seja, um conjunto de habilidades cognitivas que permite que informações novas e antigas sejam manipuladas com o objetivo de realizar determinada tarefa.…”