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Related Experiment Video

Updated: Oct 19, 2025

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Phonological working memory and central executive function differ in children with typical development and dyslexia.

Mary Alt1, Annie Fox2, Roy Levy3

  • 1Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson, Arizona, USA.

Dyslexia (Chichester, England)
|September 27, 2021
PubMed
Summary

Children with dyslexia show deficits in phonological and central executive working memory compared to typically developing peers. These differences persist even when accounting for non-verbal intelligence and language skills.

Keywords:
childrencognitiondyslexiainvarianceworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory is crucial for academic success.
  • Previous research indicates potential working memory differences in children with dyslexia.
  • Validating working memory models across groups is essential for accurate comparisons.

Purpose of the Study:

  • To compare working memory performance between second-grade children with dyslexia and those with typical development.
  • To establish the validity of a working memory model for children with dyslexia through invariance testing.
  • To identify specific working memory factors that differ between these groups.

Main Methods:

  • Invariance testing (configural, metric, scalar) of a validated working memory model.
  • Comparison of working memory performance across three factors: Focus-of-Attention/Visuospatial, Phonological, and Central Executive.
  • Statistical analysis controlling for non-verbal intelligence and language skills.

Main Results:

  • The working memory model demonstrated invariance between groups.
  • Typically developing children outperformed children with dyslexia across all working memory factors.
  • Differences in the Focus-of-Attention/Visuospatial factor were explained by non-verbal intelligence and language.
  • Deficits in Phonological and Central Executive working memory remained significant in children with dyslexia.

Conclusions:

  • Children with dyslexia exhibit specific working memory deficits beyond general cognitive abilities.
  • Interventions for dyslexia should address both phonological processing and central executive functions.
  • Educators and researchers must consider these specific working memory challenges in educational settings.