Age-related differences in learning disabled and skilled readers' working memory.
This study determines whether age-related deficits in learning disabled (LD) readers' working memory performance reflect delays in retrieval efficiency and/or storage capacity. The study compared LD and skilled readers' working memory performance (N=226) across four age groups (7, 10, 13, and 20) for phonological, visual-spatial, and semantic information under initial (non-cued), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The important results were that LD readers' working memory performance was inferior to skilled readers on verbal and visual-spatial working memory tasks across all age groups and these differences increased on gain and maintenance conditions when compared to initial conditions. These reading group differences remained when age, reading, and mathematics were partialed from the analysis. The results support a general capacity explanation of reading group differences that is not totally dependent on reading skill. These differences in capacity reflect demands placed on both the accessing of new information and the maintenance of old information that extend beyond the phonological system.
Swanson
H Lee
HL
School of Education, University of California, Riverside, CA 92521, USA. lee.swanson@ucr.edu
D000293:Adolescent; D000328:Adult; D000367:Age Factors; D002648:Child; D003463:Cues; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000150:complications*; D008297:Male; D008569:Memory Disorders / Q000175:diagnosis* / Q000453:epidemiology / Q000209:etiology*; D011939:Mental Recall; D011932:Reading; D012660:Semantics; D012720:Severity of Illness Index; D013028:Space Perception; D014796:Visual Perception