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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)
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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.
Keywords
comorbidity, mathematical disabilities, working memory, reading disabilities, DISORDERS, PREVALENCE, DYSLEXIA, DIFFICULTIES, EPISODIC BUFFER, ARITHMETIC DISABILITIES, DEVELOPMENTAL DYSCALCULIA, LEARNING-DISABILITIES, LATENT-VARIABLE ANALYSIS, SPAN

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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.
@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},
}

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