Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both

• DOI: 10.1044/2019_jslhr-l-18-0148
• Publication Date: 2019-05-21T17:15:26Z
• Authors: Shelley Gray; Annie B. Fox; Samuel Green†; Mary Alt; Tiffany P. Hogan; Yaacov Petscher; Nelson Cowan
• Keywords: Male; Memory Disorders; Learning Disabilities; 4. Education; 05 social sciences; Neuropsychological Tests; Dyslexia; Memory, Short-Term; Phonetics; Humans; Attention; Female; Language Development Disorders; Child; 10. No inequality; 0503 education

Purpose Compared to children with typical development, dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are whether align diagnostic category. The purpose of this study was determine different profiles would emerge on a comprehensive battery central executive, phonological, visuospatial, and binding tasks these were associated group membership. Method Three hundred two 2nd graders DLD, dyslexia/DLD completed 13 from Comprehensive Assessment Battery for Children–Working Memory ( Gray, Alt, Hogan, Green, & Cowan, n.d. ) that assessed visuospatial/attention components memory. Results Latent class analyses yielded 4 distinct latent classes: low overall (21%), average high number updating (30%), (12%), (37%). Children each disability typically developing present in class. Discussion Findings highlight importance knowing an individual child's profile because not synonymous learning disabilities diagnosis. Thus, assessments could contribute important information about children's cognitive function over above psychoeducational measures.