Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship

Savage, Robert; Lavers, Natalie; Pillay, Vanitha

doi:10.1007/s10648-006-9024-1

Cited by 131 publications

(125 citation statements)

References 138 publications

(286 reference statements)

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“…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.…”

Section: Working Memory Impairments In Developmental Dyslexiamentioning

confidence: 93%

Working Memory in Portuguese Children With Developmental Dyslexia

Moura¹,

Simões²,

Pereira³

2014

Applied Neuropsychology: Child

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A Portuguese sample of 50 children with developmental dyslexia and 50 typical readers who were matched for age (8 to 12 years old) were tested on measures of working memory.Relative to the typical readers, the children with developmental dyslexia performed significantly lower on phonological loop and central executive tasks; however, they exhibited no impairments on visuospatial sketchpad tasks. After controlling for the influence of the phonological loop, the group differences in central executive were no longer significant. The results of a receiver operating characteristics curve analysis and a binary logistic regression analysis suggested that the phonological loop and central executive tasks (but not the visuospatial sketchpad tasks) were relevant variables for identifying children with developmental dyslexia. Hierarchical linear regression analyses showed that the phonological loop and central executive (Backward Digit Span only) tasks were significant predictors of reading and spelling abilities.

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Section: Working Memory Impairments In Developmental Dyslexiamentioning

confidence: 93%

Working Memory in Portuguese Children With Developmental Dyslexia

Moura¹,

Simões²,

Pereira³

2014

Applied Neuropsychology: Child

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“…(see discussions in e.g., Coady & Evans, 2008;Conway et al, 2005;Savage, Lavers, & Pillay, 2007). Furthermore, several authors reject the idea that STM and WM are separate constructs and argue instead that all tasks largely tap the same processes, albeit to varying degrees (e.g., Cowan, 1999;Majerus, Heiligenstein, Gautherot, Poncelet, & Van der Linden, 2009;Unsworth & Engle, 2007).…”

Section: The Working Memory System Brief Theoretical Overviewmentioning

confidence: 99%

“…The causal nature of the relationship between decoding skills and verbal memory, as well as its specificity, are still matter of a debate (for critical reviews, see e.g., de Jong, 2006;Savage et al, 2007). It was first proposed that phonological STM, the verbal subcomponent of WM, plays an important role for literacy acquisition (e.g., Baddeley, Gathercole, & Papagno, 1998;de Jong, 1998;Gathercole & Baddeley, 1993;Jorm, 1983;Perfetti, 1985;Siegel & Ryan, 1989).…”

Section: Learning To Read: a Task Engaging Working Memorymentioning

confidence: 99%

Does learning to read shape verbal working memory?

Demoulin

Kolinsky

2015

Psychon Bull Rev

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Many experimental studies have investigated the relationship between the acquisition of reading and working memory in a unidirectional way, attempting to determine to what extent individual differences in working memory can predict reading achievement. In contrast, very little attention has been dedicated to the converse possibility that learning to read shapes the development of verbal memory processes. In this paper, we present available evidence that advocates a more prominent role for reading acquisition on verbal working memory and then discuss the potential mechanisms of such literacy effects. First, the early decoding activities might bolster the development of subvocal rehearsal, which, in turn, would enhance serial order performance in immediate memory tasks. In addition, learning to read and write in an alphabetical system allows the emergence of phonemic awareness and finely tuned phonological representations, as well as of orthographic representations. This could improve the quality, strength, and precision of lexical representations, and hence offer better support for the temporary encoding of memory items and/or for their retrieval.

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“…29, nº 3 (octubre) ter, 1980;Engle, 2002;Engle, Cantor & Carullo, 1992;Just & Carpenter, 1992) han propuesto la existencia de una capacidad general de memoria de trabajo cuya amplitud variaría entre individuos. Esta capacidad se ha asociado a la comprensión lectora tanto en adolescentes y adultos (García-Madruga et al, 1999) como en niños (Abusamra, Cartoceti, Raiter & Ferreres, 2008;Cain et al, 2004;Palladino, Cornoldi & De Beni, 2001;Savage, Lavers & Pillay, 2007;Yuill & Oakhill, 1991). Se sugiere que la comprensión de un texto requiere una memoria de trabajo donde depositar los productos resultantes del procesamiento de las distintas frases (proposiciones textuales e inferidas) al mismo tiempo que se realizan los procesos exigidos por la lectura y la tarea en curso.…”

Section: Introductionunclassified

Perfil cognitivo de niños con bajos rendimientos en comprensión lectora

et al. 2013

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Resumen: La mayoría de los niños con dificultades en la comprensión lectora poseen rendimientos inferiores en un conjunto de procesos cognitivos. El objetivo del presente estudio es establecer un perfil cognitivo asociado al bajo rendimiento en comprensión lectora en relación a la habilidad de monitoreo, a la producción de inferencias, al vocabulario, a la amplitud de memoria de trabajo y a la capacidad inhibitoria, en niños hispanoparlantes. Para ello se administraron tareas correspondientes a dichos procesos en niños con altos y bajos rendimientos en comprensión lectora. Los resultados mostraron que si bien los niños con mala comprensión presentan bajos rendimientos en estas habilidades, no puede establecerse un perfil consistente ya que hay niños con problemas en comprensión que presentan normal o superior rendimiento en algunas de estas habilidades cognitivas. Palabras claves: Monitoreo; inferencias; vocabulario; memoria de trabajo; inhibición; comprensión lectora; niños.Title: Cognitive profile of children with low performance in reading comprehension Abstract: Mostly of children with difficulties in reading comprehension possess low performances in a set of cognitive processes. The aim of the present study is to establish a cognitive profile associated with the low performance in reading comprehension in relation to the skill of reading monitoring, production of inferences, vocabulary, working memory and, inhibitory capacity in spanish-speaking children. For it several tasks were applied in children by high and low performances in reading comprehension. The results showed that though the children with bad comprehension present low performances in these skills, a consistent profile cannot be established since there are children with problems in comprehension that they present normal or top performance in some of these cognitive skills.

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Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship

Cited by 131 publications

References 138 publications

Working Memory in Portuguese Children With Developmental Dyslexia

Working Memory in Portuguese Children With Developmental Dyslexia

Does learning to read shape verbal working memory?

Perfil cognitivo de niños con bajos rendimientos en comprensión lectora

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