Memory performance of children with dyslexia: a comparative analysis of theoretical perspectives.
This study examined the memory performance of children with reading disabilities (RD) using methodology representative of three theoretical perspectives on RD subtypes: the phonological deficit, dual route, and phonological-core variable-difference models. Analyses compared the serial memory, verbal learning, and abstract visual-spatial memory performance of 45 children with RD to that of chronological-age (CA)- and reading-level (RL)-matched controls, using subtype identification methods from each of the theoretical models to classify children with RD. Phonological deficit and dual route comparisons indicated that children with RD, regardless of subtype, performed more poorly than CA- and better than RL-matched participants on all memory tasks. Phonological-core variable-difference methodology yielded three RD subtypes, two of which exhibited distinctive memory deficits relative to both CA and RL control groups. The phonological-core variable-difference model accounted for more variance in memory performance than either of the other two models.
Howes
Nancy-Louise
NL
Department of Psychology, Utah State Hospital, Provo 84603-0270, USA.
Bigler
Erin D
ED
Burlingame
Gary M
GM
Lawson
John S
JS
D001288:Attention; D002648:Child; D004410:Dyslexia / Q000175:diagnosis* / Q000523:psychology; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D009949:Orientation; D010364:Pattern Recognition, Visual; D010700:Phonetics; D011594:Psychometrics; D012016:Reference Values; D012691:Serial Learning; D014706:Verbal Learning