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TitelWhat is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study
Autoren GND-ID; GND-ID ORCID; GND-ID; GND-ID ORCID
OriginalveröffentlichungReading and writing 27 (2014) 2, S. 267-286 ZDB
Dokument (formal und inhaltlich überarbeitete Version)
Schlagwörter (Deutsch)Arbeitsgedächtnis; Intelligenztest; Kind; Kognitive Prozesse; Lesestörung; Lesetest; Phonologie; Raumvorstellung; Schuljahr 03; Schuljahr 04; Schuljahr 05; Visuelle Wahrnehmung
TeildisziplinPädagogische Psychologie
DokumentartAufsatz (Zeitschrift)
ISSN0922-4777
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
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Eintrag erfolgte am01.11.2019
Empfohlene ZitierungFischbach, 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
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