The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children
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.
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“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
In the citing paper
“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
Citations
Cites
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Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005) · Biological Psychiatry · doi:10.1016/j.biopsych.2005.02.006 · Cited by 3,568
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Metadata
- 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)
- 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
- Social Sciences › Psychology › Developmental and Educational Psychology › 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
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