Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement

Sarver, Dustin E.; Rapport, Mark D.; Kofler, Michael; Scanlan, Sean W.; Raiker, Joseph S.; Altro, Thomas A.; Bolden, Jennifer

doi:10.1016/j.lindif.2011.09.010

Cited by 47 publications

(46 citation statements)

References 74 publications

(48 reference statements)

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“…VSSP capacity has been associated with visuospatial reasoning (Kane et al, 2004), spatial orientation (Baddeley, 2002) and arithmetic abilities (Holmes, Adams, & Hamilton, 2008;Sarver et al, 2012), and it appears to be diminished in some children with learning disabilities, such as dyscalculia (Ashkenazi, Rosenberg-Lee, Metcalfe, Swigart, & Menon, 2013;Schuchardt et al, 2008). Research on the relationship between DD and VSSP deficits has yielded mixed results.…”

Section: Working Memory Impairments In Developmental Dyslexiamentioning

confidence: 99%

Working Memory in Portuguese Children With Developmental Dyslexia

Moura¹,

Simões²,

Pereira³

2014

Applied Neuropsychology: Child

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A Portuguese sample of 50 children with developmental dyslexia and 50 typical readers who were matched for age (8 to 12 years old) were tested on measures of working memory.Relative to the typical readers, the children with developmental dyslexia performed significantly lower on phonological loop and central executive tasks; however, they exhibited no impairments on visuospatial sketchpad tasks. After controlling for the influence of the phonological loop, the group differences in central executive were no longer significant. The results of a receiver operating characteristics curve analysis and a binary logistic regression analysis suggested that the phonological loop and central executive tasks (but not the visuospatial sketchpad tasks) were relevant variables for identifying children with developmental dyslexia. Hierarchical linear regression analyses showed that the phonological loop and central executive (Backward Digit Span only) tasks were significant predictors of reading and spelling abilities.

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Section: Working Memory Impairments In Developmental Dyslexiamentioning

confidence: 99%

Working Memory in Portuguese Children With Developmental Dyslexia

Moura¹,

Simões²,

Pereira³

2014

Applied Neuropsychology: Child

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“…Thus, activities that involve the repetition of words and pseudowords, and the repetition of sequences, either digits or figures, involve directly the processing of auditory information, the retention and recuperation of information stored for the reproduction stimulus requested 4,6,20,23,24 .…”

Section: Resultsmentioning

confidence: 99%

“…It was found, also, that the increase in average right answers on the subtests of this ability, for students of the GII, did not reach the average performance of students of GI. The difficulty phonological of students at risk for dyslexia in realize this type of test suggests a deficit in the phonological representation, because a disorganization in access to phonological processing of information or the lack of ability to manipulate representations in cognitive level higher 6,15,20 .…”

Section: Discussionmentioning

confidence: 99%

“…Recent studies indicate that persistent difficulty in manipulate, processing, producing and reproducing phonological segments, over time, in the early grades literacy, may be indicative of a deficit in phonological memory and fast access of phonological information, leading to difficulties decoding in reading the subsequent series 5,15,20,21 . Thus, it is suggested to literacy teachers to dedicate extra time in the classroom for conducting activities involving phonological perception, seeking to encourage students with phonological deficits to better actuation the of mechanism of correspondence letter/sound phonological system and resulting in problems in learning of the reading and writing.…”

Section: Discussionmentioning

confidence: 99%

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Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Silva

Capellini

2015

Rev. CEFAC

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RESUMO: Objetivo: verificar a eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia. Métodos: participaram desse estudo 40 escolares do 1º ano do ensino fundamental, de ambos os gêneros, com idade entre 5 anos e 11 meses a 6 anos e 7 meses. Os escolares foram divididos em dois grupos: GI (20 escolares sem risco para dislexias) e GII (20 escolares com risco para dislexia), ambos os grupos foram submetidos ao programa de intervenção fonológica, composto por tarefas de identificação dos sons e das letras do alfabeto em sequência e em ordem aleatória, identificação e produção de rima, produção de rima com frases, identificação e manipulação de palavras, identificação e produção de sílabas, segmentação e análise silábica, identificação e segmentação fonêmica, substituição, síntese, análise e discriminação fonêmica. Em situação de pré e pós-testagem, todos os sujeitos desse estudo foram submetidos à aplicação do Protocolo de Avaliação das Habilidades Cognitivo-Liguísticas - versão coletiva e individual. Resultados: na comparação da pré com a pós-testagem do desempenho dos escolares de GI e GII, houve diferença estatística para os subtestes das habilidades de leitura, escrita, consciência fonológica, processamento auditivo e velocidade de processamento, indicando média de desempenho superior para GII na pós-testagem comparada a pré-testagem. Conclusão: o programa de intervenção fonológica foi eficaz para os escolares de risco para a dislexia, pois, possibilitou o desenvolvimento da consciência fonológica por meio do trabalho interventivo, auxiliando na aquisição das habilidades necessárias para o aprendizado da leitura e da escrita.

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“…Thus, students with phonological deficits, such as those observed in students of GII, when inserted in interventional programs with instruction in phonological aspects tend to overcome errors that were previously unnoticeable for this type of population, but which will reflect, in the future, the acquisition of writing, since the development of phonological awareness helps in the process of coding words and not words, positively interfering with the access to phonological route (for the formation of new words) and the lexical route (for access to words already belonging to the vocabulary of the child) 7,15,18 .…”

Section: Meanmentioning

confidence: 99%

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Silva

Capellini

2017

J. Hum. Growth Dev.

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Introduction: Studies on students at risk for dyslexia have increased as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective: Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks. Methods:Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol -collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing. Conclusion:The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests. Open acess Keywords 199Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia J Hum Growth Dev. 2017; 27(2): 198-205

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Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement

Cited by 47 publications

References 74 publications

Working Memory in Portuguese Children With Developmental Dyslexia

Working Memory in Portuguese Children With Developmental Dyslexia

Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

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