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

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2021-09-27 DOI:10.1002/dys.1699
Mary Alt, Annie Fox, Roy Levy, Tiffany P. Hogan, Nelson Cowan, Shelley Gray
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引用次数: 10

Abstract

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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典型发育和阅读障碍儿童的语音工作记忆和中央执行功能存在差异
本研究的主要目的是比较单语英语二年级阅读障碍儿童(N = 82)和正常发展的二年级儿童(N = 167)的工作记忆表现。在进行组间比较之前,重要的是要证明两组工作记忆模型之间的不变性,否则组间比较将无效。因此,我们使用工作记忆模型完成了不变性测试,该模型已在典型发展儿童中得到验证(Gray et al., 2017),以确定它是否适用于患有阅读障碍的儿童。我们测试了三种类型的不变性:配置的(模型测试相同的构造吗?),度量的(因子加载是否相等?),和标量的(项目拦截是否相同?)。在小组比较中,在三个工作记忆因素上都有典型发展的孩子更受青睐。然而,注意力/视觉空间因素的差异可以用非语言智力和语言技能的群体差异来解释。相比之下,即使在考虑了非言语智力和语言之后,语音和中央执行工作记忆因素的差异仍然存在。研究结果强调,研究人员和教育工作者不仅需要关注阅读障碍儿童工作记忆的语音方面,还需要关注中央执行功能。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
期刊最新文献
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