Working Memory, Strategy Knowledge, and Strategy Instruction in Children with Reading Disabilities

Autor/inn/en	Swanson, H. Lee; Kehler, Pam; Jerman, Olga
Titel	Working Memory, Strategy Knowledge, and Strategy Instruction in Children with Reading Disabilities
Quelle	In: Journal of Learning Disabilities, 43 (2010) 1, S.24-47 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409338743
Schlagwörter	Reading Comprehension; Reading Difficulties; Short Term Memory; Children; Disabilities; Cues; Experiments; Predictor Variables; Measures (Individuals); Elementary Education; Participant Characteristics + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Child; Kind; Kinder; Handicap; Behinderung; Stichwort; Erprobung; Prädiktor; Messdaten; Elementarunterricht
Abstract	Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. Significant improvements in WM performance occurred as a function of training conditions, but the residual WM differences between the reading groups remained. Although the results showed that stable strategy choices, cued performance, and strategy instruction significantly bolstered WM performance in children with RD, their overall WM performance, however, was constrained by capacity limitations. (Contains 8 tables, 1 figure and 6 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