TY - JOUR
T1 - Working memory profiles of children with dyslexia, developmental language disorder, or both
AU - Gray, Shelley
AU - Fox, Annie B.
AU - Green, Samuel
AU - Alt, Mary
AU - Hogan, Tiffany P.
AU - Petscher, Yaacov
AU - Cowan, Nelson
N1 - Funding Information:
This work was funded by National Institute on Deafness and Other Communication Disorders Grant R01 DC010784,awarded to Shelley Gray, PI. We sincerely thank the children andtheir families who participated in this research and the followingschool districts and educational organizations from Arizona,Nebraska, New Hampshire, and Massachusetts who partneredwith us to recruit participants: Academy of Math and Science,Alhambra School District, Arizona Museum for Youth, ChandlerUnified School District, Desert Springs Academy, FoothillsAcademy, Carroll School, Carver Public Schools, City of TempeKid’s Zone Enrichment Program, Concordia East Valley Children’sTheatre Boy’s and Girl’s Clubs, Faith Lutheran School, GilbertPublic Schools, Glendale Elementary School District, ImagineSchools, Isaac School District, KIDCO, La Paloma Academy,Lincoln Christian School, Lincoln Public Schools, Maricopa UnifiedSchool District, Melrose Public Schools, Mesa Public Schools,Nogales Unified School District, Saint John School, Saint JosephSchool, Saint Mary of the Assumption School, Saint Patrick School,Saint Raphael School, Saint Teresa School, San Tan CharterSchool, Satori, Stoneham Public Schools, and Sunnyside Unified.
Funding Information:
2Participants in this study represent a portion of the participants in a larger sample from the Profiles of Working Memory and Word Learning for Educational Research (POWWER) study funded by National Institute on Deafness and Other Communication Disorders Grant R01 DC010784. Working memory data from POWWER have also been published in Cowan et al. (2017), Gray et al. (2017), and Green et al. (2016).
Publisher Copyright:
© 2019 American Speech-Language-Hearing Association. All rights reserved.
PY - 2019/6
Y1 - 2019/6
N2 - Purpose: Compared to children with typical development,children with dyslexia, developmental language disorder(DLD), or both often demonstrate working memory deficits.It is unclear how pervasive the deficits are or whether thedeficits align with diagnostic category. The purpose of thisstudy was to determine whether different working memoryprofiles would emerge on a comprehensive battery ofcentral executive, phonological, visuospatial, and bindingworking memory tasks and whether these profiles wereassociated with group membership.Method: Three hundred two 2nd graders with typicaldevelopment, dyslexia, DLD, or dyslexia/DLD completed13 tasks from the Comprehensive Assessment Battery forChildren–Working Memory (Gray, Alt, Hogan, Green, & Cowan, n.d.) that assessed central executive, phonological,and visuospatial/attention components of working memory.Results: Latent class analyses yielded 4 distinct latentclasses: low overall (21%), average with high number updating(30%), average with low number updating (12%), and highoverall (37%). Children from each disability group and childrenfrom the typically developing group were present in each class.Discussion: Findings highlight the importance of knowingan individual child’s working memory profile becauseworking memory profiles are not synonymous with learningdisabilities diagnosis. Thus, working memory assessmentscould contribute important information about children’scognitive function over and above typical psychoeducationalmeasures.
AB - Purpose: Compared to children with typical development,children with dyslexia, developmental language disorder(DLD), or both often demonstrate working memory deficits.It is unclear how pervasive the deficits are or whether thedeficits align with diagnostic category. The purpose of thisstudy was to determine whether different working memoryprofiles would emerge on a comprehensive battery ofcentral executive, phonological, visuospatial, and bindingworking memory tasks and whether these profiles wereassociated with group membership.Method: Three hundred two 2nd graders with typicaldevelopment, dyslexia, DLD, or dyslexia/DLD completed13 tasks from the Comprehensive Assessment Battery forChildren–Working Memory (Gray, Alt, Hogan, Green, & Cowan, n.d.) that assessed central executive, phonological,and visuospatial/attention components of working memory.Results: Latent class analyses yielded 4 distinct latentclasses: low overall (21%), average with high number updating(30%), average with low number updating (12%), and highoverall (37%). Children from each disability group and childrenfrom the typically developing group were present in each class.Discussion: Findings highlight the importance of knowingan individual child’s working memory profile becauseworking memory profiles are not synonymous with learningdisabilities diagnosis. Thus, working memory assessmentscould contribute important information about children’scognitive function over and above typical psychoeducationalmeasures.
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U2 - 10.1044/2019_JSLHR-L-18-0148
DO - 10.1044/2019_JSLHR-L-18-0148
M3 - Article
C2 - 31112436
AN - SCOPUS:85068489177
SN - 1092-4388
VL - 62
SP - 1839
EP - 1858
JO - Journal of Speech and Hearing Disorders
JF - Journal of Speech and Hearing Disorders
IS - 6
ER -