Verbal Memory Impairments in Dyslexia

Kramer, Joel H.; Knee, Kathleen; Delis, Dean C.

doi:10.1093/arclin/15.1.83

Cited by 57 publications

(34 citation statements)

References 35 publications

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“…The correlation found here between our measure of verbal serial recall and measures of attainment are in line with many earlier findings. For example, Melby-Lervåg, Lyster, and Hulme (2012) Similarly, verbal free recall performance is typically poor in children with dyslexia or language impairment (Baird, Dworzynski, Slonims, & Simonoff, 2010;Kramer, Knee, & Delis, 2000). Such correlations may or may not reflect causal effects of declarative memory on the development of reading and language skills, since some have argued that phonological processing deficits and verbal memory impairments in dyslexia are two expressions of the same underlying problem (Tijms, 2004) and that verbal short-term memory skills may be a by-product of the mechanisms that subserve language itself (Hulme & Snowling, 2009;Acheson, Hamidi, Binder, & Postle, 2011;Allen & Hulme, 2006).…”

Section: Discussionmentioning

confidence: 99%

The procedural learning deficit hypothesis of language learning disorders: we see some problems

West

Vadillo

Shanks

et al. 2017

Developmental Science

118

161

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Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non‐verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8‐year‐old children. Measures of verbal explicit learning were correlated with measures of attainment. In contrast, no relationships between measures of implicit learning and attainment were found. Critically, the reliability of the implicit learning tasks was poor. Our results show that measures of procedural learning, as currently used, are typically unreliable and insensitive to individual differences. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=YnvV-BvNWSo

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Section: Discussionmentioning

confidence: 99%

The procedural learning deficit hypothesis of language learning disorders: we see some problems

West

Vadillo

Shanks

et al. 2017

Developmental Science

118

161

View full text Add to dashboard Cite

show abstract

“…These tasks are conventional measures used to assess verbal STM (Bora et al, 2008;Jeffries & Everatt, 2004;Kramer, Knee, & Delis, 2000;Schuchardt et al, 2008).…”

Section: Measures and Proceduresmentioning

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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“…A consistent impairment in verbal short-term memory (STM), as evidenced by reduced digit spans or poor nonword repetition, has been identified in dyslexic children (Avons & Hanna, 1995;Brady, Shankweiler, & Mann, 1983;Kramer, Knee, & Delis, 2000;Nithart et al, 2009;Pickering, 2006;Plaza, Cohen, & Chevrie-Muller, 2002;Roodenrys & Stokes, 2001;Snowling, Goulandris, & Defty, 1996;Tijms, 2004;Wagner & Muse, 2006). However, despite extensive research, the precise nature of these verbal STM deficits in dyslexia remains unclear.…”

Section: Introductionmentioning

confidence: 99%

“…Verbal STM deficits in dyslexia have been mostly highlighted via tasks that confound item and serial order information recall (e.g. Kramer et al, 2000;Snowling et al, 1996;Tijms, 2004). Hence, the central question is whether the poor performance of dyslexic children in these tasks is due to deficits in item STM, serial order STM, or both.…”

Section: Introductionmentioning

confidence: 99%

Evidence for a Specific Impairment of Serial Order Short‐term Memory in Dyslexic Children

et al. 2012

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In order to better understand the nature of verbal short-term memory (STM) deficits in dyslexic children, the present study used the distinction between item and serial order retention capacities in STM tasks. According to recent STM models, storage of verbal item information depends very directly upon the richness of underlying phonological and semantic representations. On the other hand, storage of serial order information appears to reflect a language-independent system. Hence, if there is a fundamental STM deficit in dyslexia that is not to be explained only by the poor phonological processing abilities that characterize dyslexia, then difficulties in serial order STM should also be observed in dyslexic children. We administered tasks maximizing either serial order or item retention capacities to dyslexic children and reading age (RA) and chronological age (CA) matched controls. Dyslexic children performed significantly poorer than the CA controls on the item STM measure. Furthermore, the dyslexic group obtained inferior performance than both CA and RA control groups on the serial order STM measure. These findings highlight a severe impairment of STM for serial order information in dyslexia that cannot be reduced to a phonological processing impairment. Implications of serial order retention deficits for reading acquisition and dyslexia are discussed.

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Verbal Memory Impairments in Dyslexia

Cited by 57 publications

References 35 publications

The procedural learning deficit hypothesis of language learning disorders: we see some problems

The procedural learning deficit hypothesis of language learning disorders: we see some problems

Working Memory in Portuguese Children With Developmental Dyslexia

Evidence for a Specific Impairment of Serial Order Short‐term Memory in Dyslexic Children

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