Working Memory, Short-Term Memory, and Reading Disabilities: A Selective Meta-Analysis of the Literature

Autor/inn/en	Swanson, H. Lee; Zheng, Xinhua; Jerman, Olga
Titel	Working Memory, Short-Term Memory, and Reading Disabilities: A Selective Meta-Analysis of the Literature
Quelle	In: Journal of Learning Disabilities, 42 (2009) 3, S.260-287 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409331958
Schlagwörter	Reading Difficulties; Short Term Memory; Ability Grouping; Effect Size; Meta Analysis; Measures (Individuals); Literature Reviews; Intelligence Quotient; Serial Learning; Psychometrics; Correlation + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Homogene Gruppierung; Niveaugruppierung; Streaming; Meta-analysis; Metaanalyse; Messdaten; Intelligenzquotient; Serielles Lernen; Psychometry; Psychometrie; Korrelation
Abstract	The purpose of the present study was to synthesize research that compares children with and without reading disabilities (RD) on measures of short-term memory (STM) and working memory (WM). Across a broad age, reading, and IQ range, 578 effect sizes (ESs) were computed, yielding a mean ES across studies of -0.89 (SD = 1.03). A total of 257 ESs were in the moderate range for STM measures (M = -0.61, 95% confidence range of -0.65 to -0.58), and 320 ESs were in the moderate range for WM measures (M = -0.67, 95% confidence range of -0.68 to -0.64). The results indicated that children with RD were distinctively disadvantaged compared with average readers on (a) STM measures requiring the recall of phonemes and digit sequences and (b) WM measures requiring the simultaneous processing and storage of digits within sentence sequences and final words from unrelated sentences. No significant moderating effects emerged for age, IQ, or reading level on memory ESs. The findings indicated that domain-specific STM and WM differences between ability groups persisted across age, suggesting that a verbal deficit model that fails to efficiently draw resources from both a phonological and executive system underlies RD. (Contains 7 tables and 4 notes.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10