This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Howes, N.-L. Articles by Lawson, J. S. Search for Related Content PubMed PubMed Citation Articles by Howes, N.-L. Articles by Lawson, J. S. Social Bookmarking                   What's this?

Memory Performance of Children with Dyslexia

A Comparative Analysis of Theoretical Perspectives

Utah State Hospital

Erin D. Bigler

Brigham Young University and chair of the Psychology Department, University of Utah

Gary M. Burlingame

Brigham Young University

John S. Lawson

Brigham Young University

This study examined the memory performance of children with reading disabilities (RD) using methodology representative of three theoretical perspectives on RD subtypes: the phonological deficit, dual route, and phonological-core variable-difference models. Analyses compared the serial memory, verbal learning, and abstract visual-spatial memory performance of 45 children with RD to that of chronological-age (CA)- and reading-level (RL)-matched controls, using subtype identification methods from each of the theoretical models to classify children with RD. Phonological deficit and dual route comparisons indicated that children with RD, regardless of subtype, performed more poorly than CA- and better than RL-matched participants on all memory tasks. Phonological-core variable-difference methodology yielded three RD subtypes, two of which exhibited distinctive memory deficits relative to both CA and RL control groups. The phonological-core variable-difference model accounted for more variance in memory performance than either of the other two models.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				K. Schuchardt, C. Maehler, and M. Hasselhorn Working Memory Deficits in Children With Specific Learning Disorders J Learn Disabil, November 1, 2008; 41(6): 514 - 523. [Abstract] [PDF]

				S. van der Sluis, A. van der Leij, and P. F. de Jong Working Memory in Dutch Children with Reading- and Arithmetic-Related LD J Learn Disabil, June 1, 2005; 38(3): 207 - 221. [Abstract] [PDF]