Elsevier

Intelligence

Volume 28, Issue 1, February 2000, Pages 1-30
Intelligence

Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?1

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Abstract

This study explored the contribution of two working memory systems (the articulatory loop and the central executive) and short-term memory to the word recognition and comprehension deficits of children with learning disabilities (LD). In Experiment 1, performance of LD, chronological age (CA)-matched, and reading level (RL)-matched children was compared on measures of articulation rate, short-term memory (STM), and working memory (WM). Experiment 2 included the same procedures as Experiment 1, except that WM tasks were administered under cued-recall conditions. The results indicated that (a) LD readers' STM and WM performance was inferior to CA-matched and RL matched readers when articulation speed (the articulatory system) was partialed from the analysis and (b) WM predicted word recognition and comprehension performance independent of the contribution of STM and articulatory rate. The results were interpreted as support for the notion that LD readers' poor word recognition and comprehension performance reflected deficits in a central executive system independent of their deficits in the articulatory loop.

Section snippets

Experiment 1

Experiment 1 (a) examined whether LD readers' performance on WM, STM, and articulatory speed measures was inferior to skilled readers and (b) examined whether the relationship between word recognition and reading comprehension, WM, and STM in LD readers' was influenced by the articulatory system. Two predictions were tested in this study.

First, LD readers' performance was inferior to chronological age-matched readers (CA-matched) on measures of WM, STM, and articulation rate. We investigated,

Experiment 2

The purpose of this next experiment was to replicate the results of Exp. 1. Because ability group effects related to STM were unexpected when articulation speed was partialed from the analysis, an additional experiment was warranted. In addition, although WM and STM were found to be independent systems in predicting comprehension and word recognition performance, we are uncertain whether WM and STM reflect two separate processing systems. It is possible that because WM tasks are considered to

General Discussion

The purpose of these two experiments was to determine whether deficiencies in an executive system mediate LD readers' WM and reading performance, above and beyond their problems related to the articulatory system. The results yield three clear findings on this issue. First, LD readers' performance is inferior to skilled readers on WM and STM measures, and that partialing articulation speed from these measures does not eliminate performance differences. These deficits in performance are

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    1

    The 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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