Working memory span in Persian-speaking children with speech sound disorders and normal speech development

Afshar, Mohamadreza; Ali, Ghazanfar; Rashedi, Vahid; Jalilevand, Nahid; Kamali, Mohammad

doi:10.1016/j.ijporl.2017.07.034

Cited by 10 publications

(7 citation statements)

References 28 publications

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“…Simply put, the better a participant's ability to hold and mentally manipulate spoken words, the more accurate their speech production, above and beyond the influence of chronological age, vocabulary size, and auditory discrimination ability. This finding aligns with more general evidence from children with a history of phonological delay / phonological disorder who reportedly have poorer pWM skills than their typically developing peers (Afshar et al, 2017;Cabbage, Farquharson, & Hogan, 2015;Waring et al, 2017Waring et al, , 2018. Like Torrington Eaton and Ratner (2016), we hypothesize that the ability to mentally 'hold' and 'manipulate' phonological information may be involved in facilitating SOUND CHANGE.…”

Section: Discussionsupporting

confidence: 85%

“…Moreover, pSTM ability did not differentiate children with average speech for their chronological age (i.e., DEAP PCC standard scores of 8 to 11) from children with high-average speech production (i.e., DEAP PCC standard scores of 12 and above), nor did pSTM provide a unique predictor of PCC in preschool children with typically developing speech. Perhaps differences in pSTM ability do not become statistically significant until children with speech impairments are compared to children with high-average typically developing speech (e.g., Afshar et al, 2017;Torrington Eaton & Ratner, 2016). The combined results suggest that it is the 'manipulating' component, above and beyond 'holding' that is associated with PCC.…”

Section: Discussionmentioning

confidence: 99%

“…A major problem with previous phonological memory skills studies with children (with typical speech and SSD) is that frequently studies only examined pSTM (phonological loop) performance (Afshar, Ghorbani, Rashedi, Jalilevand, & Kamali, 2017). Moreover, a shift from traditional span tasks (i.e., serial recall of sentences, random word lists, and digits) to nonword repetition tasks has occurred over time.…”

Section: Problems With Phonological Memory Assessmentsmentioning

confidence: 99%

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Speech development in preschool children: evaluating the contribution of phonological short-term and phonological working memory

et al. 2019

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Emerging evidence suggests domain-general processes, including working memory, may contribute to reduced speech production skills in young children. This study compared the phonological short-term (pSTM) and phonological working memory (pWM) abilities of 50 monolingual English-speaking children between 3;6 and 5;11 with typical speech production skills and percentage consonant correct (PCC) standard scores of 12 and above (n = 22) and typical speech production skills and PCC standard scores of between 8 and 11 (n = 28). A multiple hierarchical regression was also conducted to determine whether pSTM and/or pWM could predict PCC. Children with typical speech production skills and PCC standard scores of 12 and above had better pWM abilities than children with typical speech production skills and PCC standard scores of between 8 and 11. pSTM ability was similar in both groups. pWM accounted for 5.3% variance in overall phonological accuracy. Implications of phonological working memory in speech development are discussed.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Problems With Phonological Memory Assessmentsmentioning

confidence: 99%

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Speech development in preschool children: evaluating the contribution of phonological short-term and phonological working memory

et al. 2019

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“…The WM components are controlled by the central executive (Kellogg et al 2016). The phonological loop is responsible for temporary storing and maintaining verbal information in a phonological form (Afshar et al 2017;Argyropoulos et al 2017;Kellogg et al 2016). Phonological awareness is normally associated with the phonological loop (De Weerdt, Desoete & Roeyers 2013).…”

Section: Figurementioning

confidence: 99%

“…The visuospatial sketchpad maintains and processes information with a visual or spatial element, for example, forms of graphemes (Afshar et al 2017;Argyropoulos et al 2017). This component is involved in reading tasks such as the maintenance of a stable representation of the page and its design.…”

Section: Figurementioning

confidence: 99%

Phonological awareness and learning to read in Afrikaans: The role of working memory

Scheepers

Geertsema

Roux

et al. 2021

South African Journal of Childhood Education

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Background: Phonological awareness (PA) skills and working memory (WM) are universally regarded as crucial precursors to skilled reading. The orthography of the language being read influences the ease with which a child learns to read. Research has been undertaken on reading in languages with an opaque orthography. Research on the role of PA and WM in Afrikaans with its transparent orthography is limited.Aim: The study investigated and described the role of WM in the acquisition of PA and ultimately reading in Afrikaans.Setting: The research study was conducted in private schools with Afrikaans as the language of learning and teaching (LoLT) in Grade 2.Method: A descriptive research design with correlational components was applied.Results: Phonetic decoding was employed more than eidetic decoding. Word reading skills developed rapidly and exceeded the expectations in the first two quarters of the year. Participants who read the comprehension test fluently scored higher on the questions than those who did not read fluently. The correlation between WM and reading comprehension was not statistically significant. The statistically significant correlation between WM and word reading seems to be present in both transparent and opaque orthographies. The statistically significant correlation between PA and word reading was not found in other transparent orthographies. The correlation between phonemic awareness (PhA) and word reading is the same in other orthographies.Conclusion: The statistically significant correlation between WM and word reading indicates that WM supports reading development as the ability to hold information in memory supports phoneme-grapheme associations.

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Working memory span and receptive vocabulary assessment in Urdu speaking children with speech sound disorder

Yasmin

Hafeez²,

Sadia³

et al. 2022

Acta Psychologica

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Working memory span in Persian-speaking children with speech sound disorders and normal speech development

Cited by 10 publications

References 28 publications

Speech development in preschool children: evaluating the contribution of phonological short-term and phonological working memory

Speech development in preschool children: evaluating the contribution of phonological short-term and phonological working memory

Phonological awareness and learning to read in Afrikaans: The role of working memory

Working memory span and receptive vocabulary assessment in Urdu speaking children with speech sound disorder

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