Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Kibby, M. Y.
Right arrow Articles by Long, C. J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Kibby, M. Y.
Right arrow Articles by Long, C. J.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 37, No. 4, 349-363 (2004)
DOI: 10.1177/00222194040370040601

Specific Impairment in Developmental Reading Disabilities

A Working Memory Approach

Michelle Y. Kibby

Washington State University

William Marks

University of Memphis

Sam Morgan

University of Memphis

Charles J. Long

University of Memphis (Psychology), University of Tennessee Medical Units (Neurology)

Children with developmental reading disabilities (RD) frequently display impaired working memory functioning. However, research has been divergent regarding the characteristics of the deficit. Our investigation addressed this controversy by assessing Baddeley's working memory model as a whole rather than focusing on particular aspects of it, as has been done by much of the research to date. Participants included 20 children with RD and 20 typical readers between the ages of 9 and 13. The phonological loop, visual—spatial sketchpad, and central executive were assessed according to Baddeley's model. The results demonstrated that children with RD have an impaired phonological loop but intact visual—spatial sketchpad and central executive functioning as compared to controls. In terms of the phonological loop, the deficit appears to be specific to the phonological store. Furthermore, our research supports a relationship between phonological processing and phonological loop functioning.


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


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
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]

Home page
 J Child NeurolHome page
M. Y. Kibby, J. B. Fancher, R. Markanen, and G. W. Hynd
A Quantitative Magnetic Resonance Imaging Analysis of the Cerebellar Deficit Hypothesis of Dyslexia
J Child Neurol, April 1, 2008; 23(4): 368 - 380.
[Abstract] [PDF]