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Journal of Learning Disabilities
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Working Memory Deficits in Children With Specific Learning Disorders

Kirsten Schuchardt

University of Göttingen, Germany

Claudia Maehler

University of Göttingen, Germany

Marcus Hasselhorn

German Institute for International Educational Research, Frankfurt, Germany

This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia.

Key Words: learning disabilities • dyscalculia • dyslexia • working memory

This version was published on November 1, 2008

Journal of Learning Disabilities, Vol. 41, No. 6, 514-523 (2008)
DOI: 10.1177/0022219408317856
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