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Working memory in Dutch children with reading- and arithmetic-related LD
Sophie van der Sluis1, Aryan van der Leij, Peter F de Jong
1Department of Education, University of Amsterdam, The Netherlands. S.vandersluis@uva.nl
Journal of Learning Disabilities
|June 9, 2005
Summary
Children with reading disabilities showed no working memory issues. However, those with arithmetic disabilities or both reading and arithmetic disabilities exhibited specific working memory impairments, challenging prior expectations.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Neuroscience
Background:
- Working memory is crucial for learning.
- Previous research suggests working memory deficits in children with learning disabilities.
- Subtypes of learning disabilities may present with distinct cognitive profiles.
Purpose of the Study:
- To investigate working memory performance in Dutch children with specific learning disabilities.
- To compare working memory in children with reading disabilities (RD), arithmetic disabilities (AD), and combined RD and AD.
- To assess phonological loop, visuospatial sketchpad, and central executive functions.
Main Methods:
- Two studies were conducted with Dutch children.
- Participants included children with RD, AD, RAD, and age-matched controls (CA).
- Working memory was assessed using tasks targeting the phonological loop, visuospatial sketchpad, and central executive.
Main Results:
- Children with RD showed no working memory deficits.
- Children with AD had impairments in dynamic visual working memory.
- Children with RAD performed poorly on the digit span backward task.
Conclusions:
- Working memory deficits are not universal across all learning disability subtypes.
- Specific learning disabilities are associated with distinct working memory profiles.
- Findings challenge the assumption of widespread working memory impairments in reading disabilities.