Working Memory Deficits in Children With Specific Learning Disorders

This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia)...

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Bibliographic Details
Published in:Journal of learning disabilities 2008-11, Vol.41 (6), p.514-523
Main Authors: Schuchardt, Kirsten, Maehler, Claudia, Hasselhorn, Marcus
Format: Article
Language:English
Subjects:
Academic achievement
Arithmetic
Biological and medical sciences
Child
Child clinical studies
Children
Children & youth
Cognition & reasoning
Cognitive Processes
Developmental disabilities
Developmental disorders
Dyscalculia
Dyslexia
Dyslexia - diagnosis
Dyslexia - epidemiology
Elementary school students
Executive function
Factor Analysis
Factor Analysis, Statistical
Female
Foreign Countries
Germany
Grade 4
Humans
Information processing
Intelligence quotient
Intelligence tests
Language and communication disorders
Learning
Learning Disabilities
Learning disorders
Learning Disorders - diagnosis
Learning Disorders - epidemiology
Learning Problems
Male
Mathematics
Medical sciences
Memory
Memory Disorders - diagnosis
Memory Disorders - epidemiology
Memory functioning
Memory, Short-Term
Neuropsychological Tests
Perceptual Disorders - diagnosis
Perceptual Disorders - epidemiology
Phonetics
Phonology
Prevention programs
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reading disabilities
Reading Skills
Severity of Illness Index
Short Term Memory
Space Perception
Spatial memory
Special education
Spelling
Standardized Tests
Visual Perception
Visual Stimuli
Working memory
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Summary:This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia.
ISSN:0022-2194
1538-4780
DOI:10.1177/0022219408317856