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Aufsatz (Zeitschrift) zugänglich unter
URN:


Titel: Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
Autoren: ; ; ; ; ;
Originalveröffentlichung: Journal of Learning Disabilities 48 (2015) 6, S. 622-634
Dokument:
Schlagwörter (Deutsch): Arbeitsgedächtnis; Deutsch; Deutschland; Empirische Untersuchung; Grundschüler; Kognitive Kompetenz; Legasthenie; Lernschwierigkeit; Lesestörung; Multivariate Analyse; Rechtschreibschwäche; Rechtschreibung; Schuljahr 03; Test
Pädagogische Teildisziplin: Empirische Bildungsforschung
Dokumentart: Aufsatz (Zeitschrift)
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
externe URL: http://ldx.sagepub.com/content/early/2014/02/13/0022219414521665
Statistik: Anzahl der Zugriffe auf dieses Dokument
Prüfsummen: Prüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am: 04.08.2017
Empfohlene Zitierung: Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus: Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors - In: Journal of Learning Disabilities 48 (2015) 6, S. 622-634 - URN: urn:nbn:de:0111-pedocs-139898