Working Memory Evaluation in Students with Dyslexia: A Memory Game in Three Different Modality Stimuli

Abstract

It has been suggested that individuals with dyslexia face non-verbal working memory constraints. While educational practices towards multisensory learning gain ground, studies have proved that additional stimuli can cause the redundancy effect. The present study aimed to examine working memory challenges, the impact of additional stimuli of different modalities, and the contribution of kinesthetic information. Twenty students with dyslexia and twenty students without dyslexia participated in a memory game. The results verified the existence of working memory deficits of individuals with dyslexia as well as the impact of redundancy effect.