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Working memory in children with reading and/or mathematical disabilities

Frauke De Weerdt UGent, Annemie Desoete UGent and Herbert Roeyers UGent (2013) JOURNAL OF LEARNING DISABILITIES. 46(5). p.461-472
abstract
Elementary school children with reading disabilities (RD; n = 17), mathematical disabilities (MD; n = 22), or combined reading and mathematical disabilities (RD+MD; n = 28) were compared to average achieving (AA; n = 45) peers on working memory measures. On all working memory components, 2 (RD vs. no RD) x 2 (MD vs. no MD) factorial ANCOVAs revealed clear differences between children with and without RD. Children with MD had lower span scores than the AA children on measures of the phonological loop and the central executive. A significant interaction effect between RD and MD was found only for listening recall and had a small, partial effect size. In addition, analyses showed that the best logistic regression model consisted of a visuospatial and a central executive task. The model significantly distinguished between the AA and clinical groups and between the MD and RD+MD groups. Evidence was found for domain-general working memory problems in children with learning disabilities. Management of working memory loads in structured learning activities in the classroom, at home, or during therapy may help these children to cope with their problems in a more profound manner.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
comorbidity, mathematical disabilities, working memory, reading disabilities, DISORDERS, PREVALENCE, DYSLEXIA, DIFFICULTIES, EPISODIC BUFFER, ARITHMETIC DISABILITIES, DEVELOPMENTAL DYSCALCULIA, LEARNING-DISABILITIES, LATENT-VARIABLE ANALYSIS, SPAN
journal title
JOURNAL OF LEARNING DISABILITIES
volume
46
issue
5
pages
461 - 472
Web of Science type
Article
Web of Science id
000323207900007
JCR category
REHABILITATION
JCR impact factor
2.025 (2013)
JCR rank
6/69 (2013)
JCR quartile
1 (2013)
ISSN
0022-2194
DOI
10.1177/0022219412455238
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2958464
handle
http://hdl.handle.net/1854/LU-2958464
date created
2012-07-09 12:53:01
date last changed
2015-06-17 10:11:23
@article{2958464,
  abstract     = {Elementary school children with reading disabilities (RD; n = 17), mathematical disabilities (MD; n = 22), or combined reading and mathematical disabilities (RD+MD; n = 28) were compared to average achieving (AA; n = 45) peers on working memory measures. On all working memory components, 2 (RD vs. no RD) x 2 (MD vs. no MD) factorial ANCOVAs revealed clear differences between children with and without RD. Children with MD had lower span scores than the AA children on measures of the phonological loop and the central executive. A significant interaction effect between RD and MD was found only for listening recall and had a small, partial effect size. In addition, analyses showed that the best logistic regression model consisted of a visuospatial and a central executive task. The model significantly distinguished between the AA and clinical groups and between the MD and RD+MD groups. Evidence was found for domain-general working memory problems in children with learning disabilities. Management of working memory loads in structured learning activities in the classroom, at home, or during therapy may help these children to cope with their problems in a more profound manner.},
  author       = {De Weerdt, Frauke and Desoete, Annemie and Roeyers, Herbert},
  issn         = {0022-2194},
  journal      = {JOURNAL OF LEARNING DISABILITIES},
  keyword      = {comorbidity,mathematical disabilities,working memory,reading disabilities,DISORDERS,PREVALENCE,DYSLEXIA,DIFFICULTIES,EPISODIC BUFFER,ARITHMETIC DISABILITIES,DEVELOPMENTAL DYSCALCULIA,LEARNING-DISABILITIES,LATENT-VARIABLE ANALYSIS,SPAN},
  language     = {eng},
  number       = {5},
  pages        = {461--472},
  title        = {Working memory in children with reading and/or mathematical disabilities},
  url          = {http://dx.doi.org/10.1177/0022219412455238},
  volume       = {46},
  year         = {2013},
}

Chicago
De Weerdt, Frauke, Annemie Desoete, and Herbert Roeyers. 2013. “Working Memory in Children with Reading And/or Mathematical Disabilities.” Journal of Learning Disabilities 46 (5): 461–472.
APA
De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with reading and/or mathematical disabilities. JOURNAL OF LEARNING DISABILITIES, 46(5), 461–472.
Vancouver
1.
De Weerdt F, Desoete A, Roeyers H. Working memory in children with reading and/or mathematical disabilities. JOURNAL OF LEARNING DISABILITIES. 2013;46(5):461–72.
MLA
De Weerdt, Frauke, Annemie Desoete, and Herbert Roeyers. “Working Memory in Children with Reading And/or Mathematical Disabilities.” JOURNAL OF LEARNING DISABILITIES 46.5 (2013): 461–472. Print.