Phonological working memory and central executive function differ in children with typical development and dyslexia.
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| Title: | Phonological working memory and central executive function differ in children with typical development and dyslexia. |
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| Authors: | Alt, Mary, Fox, Annie, Levy, Roy, Hogan, Tiffany P., Cowan, Nelson, Gray, Shelley |
| Source: | Dyslexia (10769242). Feb2022, Vol. 28 Issue 1, p20-39. 20p. |
| Subjects: | Short-term memory, Nonverbal intelligence tests, Phonological awareness, Comprehensive instruction (Reading), Emergent literacy |
| Abstract: | The primary purpose of this study was to compare the working memory performance of monolingual English-speaking second-grade children with dyslexia (N = 82) to second-grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or betweengroup comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus-of-Attention/Visuospatial factor could be explained by group differences in non-verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non-verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function. [ABSTRACT FROM AUTHOR] |
| Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 155858715 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Phonological working memory and central executive function differ in children with typical development and dyslexia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alt%2C+Mary%22">Alt, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Fox%2C+Annie%22">Fox, Annie</searchLink><br /><searchLink fieldCode="AR" term="%22Levy%2C+Roy%22">Levy, Roy</searchLink><br /><searchLink fieldCode="AR" term="%22Hogan%2C+Tiffany+P%2E%22">Hogan, Tiffany P.</searchLink><br /><searchLink fieldCode="AR" term="%22Cowan%2C+Nelson%22">Cowan, Nelson</searchLink><br /><searchLink fieldCode="AR" term="%22Gray%2C+Shelley%22">Gray, Shelley</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Dyslexia+%2810769242%29%22">Dyslexia (10769242)</searchLink>. Feb2022, Vol. 28 Issue 1, p20-39. 20p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+intelligence+tests%22">Nonverbal intelligence tests</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The primary purpose of this study was to compare the working memory performance of monolingual English-speaking second-grade children with dyslexia (N = 82) to second-grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or betweengroup comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus-of-Attention/Visuospatial factor could be explained by group differences in non-verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non-verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=155858715 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/dys.1699 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 20 Subjects: – SubjectFull: Short-term memory Type: general – SubjectFull: Nonverbal intelligence tests Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Comprehensive instruction (Reading) Type: general – SubjectFull: Emergent literacy Type: general Titles: – TitleFull: Phonological working memory and central executive function differ in children with typical development and dyslexia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alt, Mary – PersonEntity: Name: NameFull: Fox, Annie – PersonEntity: Name: NameFull: Levy, Roy – PersonEntity: Name: NameFull: Hogan, Tiffany P. – PersonEntity: Name: NameFull: Cowan, Nelson – PersonEntity: Name: NameFull: Gray, Shelley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10769242 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Dyslexia (10769242) Type: main |
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