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Working memory impairment in children with developmental dyslexia: is it just a phonological deficity?
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Developmental dyslexia and explicit long-term memory
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Abstract:
The reduced verbal long-term memory capacities often reported in dyslexics are generally interpreted as a consequence of their deficit in phonological coding.The present study was aimed at evaluating whether the learning deficit exhibited by dyslexics was restricted only to the verbal component of the long-term memory abilities or also involved visual-object and visual-spatial domain. A further goal of the present study was to investigate the predictive value of non-verbal long-term memory abilities with respect to word and non-word reading in dyslexic children.In accordance with these aims, performances of 60 dyslexic children were compared with that of 65 age-matched normal readers on verbal, visual-spatial and visual-object task.Results documented a generalized impairment of episodic long-term memory capacities in dyslexic children and the results did not vary as a function of children's age.Furthermore, in addition to verbal measures, also individual differences in non-verbal long-term memory tasks turn out to be good predictors of reading difficulties in dyslexics.Our findings indicate that the long-term memory deficit in dyslexia is not limited to the dysfunction of phonological components but also involves visual-object and visual-spatial aspect, thus suggesting that dyslexia is associated to multiple cognitive deficits.
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Keyword:
Adolescent; Age Factors; Analysis of Variance; Association Learning; Case-Control Studies; Child; Discrimination Learning; Dyslexia; Female; Humans; Long-Term; Male; Memory; Mental Recall; Nonparametric; Reference Values; Retention (Psychology); Settore MED/26 - Neurologia; Statistics; Verbal Learning
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URL: https://doi.org/10.1002/dys.410
http://hdl.handle.net/2108/15845
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