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Can Learning Disabilities Be Determined From Working Memory Performance?H. Lee Swanson, PhD, is a professor in school psychology at the University of British Columbia. Address: H. Lee Swanson, Department of Educational Psychology and Special Education, 2125 Main Mall, University of British Columbia, Vancouver, BC, Canada V6T 1Z5.
Kathryn F. Cochran is an associate professor in educational psychology at the University of Northern Colorado.
Cynthia A. Ewers is an assistant professor of educational psychology at New York State University. This study assumes that children of various academic abilities may be characterized by different patterns of memory function. To test this assumption, subgroups of children were identified through a hierarchical cluster analysis based upon a test battery of sentence span, preload, and concurrent memory demand tasks. One subtype presented a profile of children with learning disabilities showing severe memory performance deficits, while another subgroup yielded high memory and high academic performance. Four additional subtypes had variations in memory performance, which in turn reflected variations in external criteria related to reading, mathematics, and spelling performance. For each subtype, performance strengths and weaknesses were characterized within Baddeley's (1986) working memory model. The study provides partial validation for the classification of children with learning disabilities on psychometric measures according to patterns of memory performance.
Journal of Learning Disabilities, Vol. 23, No. 1,
59-67 (1990) This article has been cited by other articles:
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