Cited by 157Reading and Literacy DevelopmentDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

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Learning disabled readers working memory as a function of processing demands

Swanson, H.Lee, Ashbaker, Margaret Howell, Lee, Carole·1996·Journal of Experimental Child Psychology

DOI 10.1006/jecp.1996.0016

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Abstract

The purpose of this study was to investigate whether limitations in the enhancement of learning-disabled readers' working memory performance are attributable to process or storage functions. For Experiment 1, performance of reading-disabled, chronological age-matched, and reading level-matched children was compared on verbal and visual-spatial working memory measures under initial (no probes or cues), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The results indicated that (a) learning-disabled readers' working memory performance was comparable on visual-spatial measures, but inferior to CA-matched children on verbal working memory measures; (b) learning-disabled readers' performance was superior to reading-matched counterparts across working memory conditions; and (c) performance differences remained between learning-disabled and CA-matched children or gain and maintenance conditions, even when initial and processing efficiency (probe) scores were partialed out in the analyses. Experiment 2 included the same conditions as Experiment 1, except that verbal short-term memory scores were also partialed out in the analysis. The results indicated that learning-disabled readers are inferior on both verbal and visual-spatial working memory measures when compared to CA-matched children on high demand conditions (maintenance). Two findings that emerged across experiments were (a) intercorrelations among diverse WM measures increased on demanding conditions and (b) verbal WM was not directly related to reading skill. In sum, the results support the notion that learning-disabled readers' poor working memory performance on demanding conditions reflect constraints in a central executive storage system.

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Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128.
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Self-citation

Authors: Swanson, H. L., Ashbaker, M. H., & Lee, C.
Affiliations: University of California, Riverside (US)
ORCID: Swanson, H.Lee
Venue: Journal of Experimental Child Psychology
Publisher: Elsevier BV
Published: 1996-04
Volume: 61
Issue: 3
Pages: 242-275
ISSN: 0022-0965 (ISSN-L)
DOI: 10.1006/jecp.1996.0016
OpenAlex: W2149419835
Cited by: 157
References: 0
Citations by year: 2026: 1 · 2023: 2 · 2022: 3 · 2021: 3 · 2020: 2 · 2019: 2 · 2018: 3 · 2017: 6 · 2016: 4 · 2015: 8 · 2014: 7 · 2013: 8 · 2012: 10
FWCI: 3.52
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Experimental Child Psychology (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords: learning disabilities, reading disorders, working memory, processing demands, central executive, verbal working memory, visuospatial working memory, short-term memory, processing efficiency, maintenance conditions, children
MeSH terms: Child, Female, Humans, Learning Disabilities, Male, Memory, Reading, Verbal Behavior

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Learning disabled readers working memory as a function of processing demands

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