details
Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-178478
DOI: 10.25656/01:17847; 10.1007/s11145-013-9444-5
URN: urn:nbn:de:0111-pedocs-178478
DOI: 10.25656/01:17847; 10.1007/s11145-013-9444-5
| Title |
What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study |
|---|---|
| Authors |
Fischbach, Anne;
Könen, Tanja   ;
Rietz, Chantal S. ;
Hasselhorn, Marcus |
| Source | Reading and writing 27 (2014) 2, S. 267-286  |
| Document | full text (309 KB) (formally and content revised edition) |
| License of the document | In copyright |
| Keywords (German) | Arbeitsgedächtnis; Intelligenztest; Kind; Kognitive Prozesse; Lesestörung; Lesetest; Phonologie; Raumvorstellung; Schuljahr 03; Schuljahr 04; Schuljahr 05; Visuelle Wahrnehmung |
| sub-discipline | Educational Psychology |
| Document type | Article (journal) |
| ISSN | 0922-4777; 09224777 |
| Language | English |
| Year of creation | 2014 |
| review status | Peer-Reviewed |
| Abstract (English): | The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed.(DIPF/Orig.) |
| other articles of this journal | Reading and writing Jahr: 2014 |
| Statistics |  Number of document requests
|
| Checksums | checksum comparison as proof of integrity |
| Date of publication | 01.11.2019 |
| Citation | Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus: What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study - In: Reading and writing 27 (2014) 2, S. 267-286 - URN: urn:nbn:de:0111-pedocs-178478 - DOI: 10.25656/01:17847; 10.1007/s11145-013-9444-5 |
share content at social platforms
Teile diese Seite:
