CoChat
Sign Up
Cited by 845Developmental and Educational NeuropsychologyReading and Literacy DevelopmentCognitive and developmental aspects of mathematical skills

The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children

Siegel, Linda S., Ryan, Ellen B.·1989·Child Development
DOI 10.2307/1131037
Open this paper in CoChat — free account

Abstract

Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information.

Integrity signals

Registry

Crossref · 10.2307/1131037

Cites

30 of 30 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Differences in working memory ability in children with reading comprehension problems and with learning difficulties remain after account has been taken of variation in verbal IQ.

    “differences in working memory ability in both children with reading comprehension problems and with learning difficulties remain after account has been taken of variation in verbal IQ (Cain et al., 2004; Siegel & Ryan, 1989)”

    From Working memory in children with reading disabilities (2006) · cites this paper as Siegel & Ryan, 1989

  • Children with reading disabilities show significant and marked decrements on working memory tasks relative to typically developing individuals.

    “It is also well established that children with reading disabilities show significant and marked decrements on working memory tasks relative to typically developing individuals (Siegel & Ryan, 1989; Swanson, 1994, 1999; Swanson, Ashbaker, & Lee, 1996).”

    From Working memory in children with reading disabilities (2006) · cites this paper as Siegel & Ryan, 1989

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Siegel, L. S., & Ryan, E. B.
ORCID
Siegel, Linda S.
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
1989-08
Volume
60
Issue
4
Pages
973
ISSN
0009-3920 (ISSN-L)
DOI
10.2307/1131037
OpenAlex
W2007034343
Cited by
842
References
30
Citations by year
2026: 8 · 2025: 7 · 2024: 6 · 2023: 12 · 2022: 21 · 2021: 23 · 2020: 15 · 2019: 22 · 2018: 31 · 2017: 32 · 2016: 37 · 2015: 27 · 2014: 36 · 2013: 30 · 2012: 48
FWCI
7.02
Type
journal article
Language
en
Open access
closed
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords
working memory, learning disabilities, reading disorders, arithmetic disabilities, attention deficit disorder, developmental differences, number processing, language processing, reading skills, arithmetic skills, children
MeSH terms
Achievement, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Dyslexia, Female, Humans, Learning Disabilities, Male, Mathematics, Memory, Short-Term

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review