Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia

Wong, Amy; Ho, Connie Suk‐Han; Au, Terry Kit-fong; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine

doi:10.1007/s11145-016-9678-0

Cited by 21 publications

(26 citation statements)

References 57 publications

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“…Dyslexia, as a learning challenge, can essentially hinder the abilities required in familiar and precise writing and reading, which can occur over a range of academic capacities (Xu, Tan, & Perfetti, 2019). Many studies indicated attributes of dyslexia including poor phonological mindfulness, poor verbal memory, and low speed of verbal preparation (Pradhan, Parikh, Sahoo, Selznick, & Goodman, 2017;Wong et al, 2017). They also clarify that one should not consider dyslexia a separate class, but existing on a continuum from mild to severe (Phillips & Kelly, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…It is a fact that dyslexic students cannot be moderate at certain essential elements of arithmetic; for example, learning multiplication tables or including sections of figures (Miles & Miles, 2004). The primary elements of dyslexia include poor phonological mindfulness, poor verbal memory, and low speed of verbal preparation (Pradhan et al, 2017;Wong et al, 2017). Phonological mindfulness is the capacity to hear and prepare the sound structures of a dialect and relates to how well we can recover phonic data from long-term memory (Rapgay, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, poor verbal memory can influence dyslexic students' capacity to memorize multiplication tables successfully (Pradhan et al, 2017). Non-dyslexics typically have great verbal memory and can like this practical examination, by verbal affiliation, the response to, for instance, six times seven is 42 (Wong et al, 2017). Most dyslexic students, by examination, have a considerable problem making the verbal relationship with exact words to make up an individual table line (Rouweler, Varkevisser, Brysbaert, Maassen, & Tops, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…There is much research showing a significant connection between dyslexia and poor working memory (Jeffries &Everatt, 2004). Therefore, it is conceivable that for some students with dyslexia, this may likewise be a significant feature (Wong et al, 2017). Teachers can test the poor working memory of students with dyslexia through rational numbers juggling and how dyslexics struggle to hold values for calculation in their minds (Pradhan et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Alqarni

2020

HSSR

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Purpose of the Study: The present study investigates teachers’ familiarity and practices of dyslexia related to weak working memory. Methodology: A quantitative approach was used to collect data from teachers of learning disabilities. This paper presents the findings of a survey design research by a set of questionnaires carried out in southern regions of Saudi Arabia (n=90)out of 114 male teachers and 99 female teachers. Results: The main findings indicated that teachers are familiar with information and practices related to dyslexia associated with poor working memory, and there are a significant prediction and relationship between the teachers’ familiarity and practices of this disorder. Applications of this study: This study provides beneficial ideas and insights to reform the special education systems in Saudi Arabia regarding dyslexia associated with weak working memory. The results emphasized on increasing the familiarity of teachers to support their practices. This can be applied through the teacher's training, the strength of multidisciplinary teams, and dyslexia awareness. Novelty/Originality of this study: The literature showed that there is an association between dyslexia and weak working memory. However, there is no study examined teachers' familiarity and practices of this association. This study attempt to fill in the gap by identifying the best variable predicting the teachers' familiarity and the practices of dyslexia associated with weak working memory.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Alqarni

2020

HSSR

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“…Working memory refers to the ability to simultaneously store and process information (Baddeley, ). Working memory has been well researched in its relation to Chinese reading comprehension (e.g., Guan, Ye, Wagner, Meng, & Leong, ; Leong, Tse, Loh, & Hau, ; Wong et al, ; Yeung, Ho, Chan, Chung, & Wong, ). In contrast, only a limited number of studies investigated the role of working memory in character learning (e.g., Chung & McBride‐Chang, ).…”

Section: Introductionmentioning

confidence: 99%

How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?

Yang

Peng

Meng

2019

Infant and Child Development

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The purpose of this study was to investigate the contributions of general cognitive skills (working memory, inhibition, and reasoning) and metalinguistic awareness to young children's character reading. One hundred eighty‐nine Chinese children, aged from 60 to 78 months, were administered with measures of character recognition, language, metalinguistic awareness (phonological awareness, morphological awareness, and orthographic knowledge), and general cognitive processing (working memory, inhibition, and reasoning) in two kindergartens. Results showed both metalinguistic awareness and general cognitive processing contributed to children's character reading ability. Particularly, after controlling for age, gender, and language, metalinguistic awareness and general cognitive processing, respectively, explained 20% and 16% of the variance in children's character reading, among which phonological awareness, orthographic knowledge, and reasoning made unique contributions to Chinese reading. Of these skills, orthographic knowledge showed the strongest relation to Chinese character reading. Findings highlight that both general cognitive processing and metalinguistic awareness are important for young Chinese children in character reading acquisition. Highlights We investigated the contributions of working memory, inhibition, reasoning, and metalinguistic awareness to young Chinese children's character reading. Reasoning, phonological awareness, and orthographic knowledge made unique contributions to Chinese reading. Of these skills, orthographic knowledge seemed to be the highest correlate to Chinese character reading.

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Phonological working memory and central executive function differ in children with typical development and dyslexia

et al. 2021

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The primary purpose of this study was to compare the working memory performance of monolingual English‐speaking second‐grade children with dyslexia (N = 82) to second‐grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between‐group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus‐of‐Attention/Visuospatial factor could be explained by group differences in non‐verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non‐verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function.

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Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia

Cited by 21 publications

References 57 publications

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

Teachers’ Familiarity and Practices of Dyslexia Associated With Weak Working Memory in Saudi Arabia

How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?

Phonological working memory and central executive function differ in children with typical development and dyslexia

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