Specific Learning Disorders as a Working Memory Deficit

doi:10.1017/9781108955638.040

33 - Specific Learning Disorders as a Working Memory Deficit

from Part VI - Language Disorders, Interventions, and Instruction

Published online by Cambridge University Press: 08 July 2022

H. Lee Swanson

Edited by

John W. Schwieter and

Zhisheng (Edward) Wen

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John W. Schwieter: Affiliation:
Wilfrid Laurier University
Zhisheng (Edward) Wen: Affiliation:
Hong Kong Shue Yan University

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Summary

Working memory (WM) deficits are fundamental problems of children with average intelligence but with specific learning disorders in reading and/or math. Depending on the task, these deficits manifest themselves as a domain-specific storage constraint (i.e., the inefficient accessing and availability of phonological representations, e.g., numbers, phonemes) and/or a domain-general monitoring constraint (limitations in controlled attentional processing, i.e., updating, inhibition). Recent studies suggest that growth in the executive component of WM is significantly related to such children’s growth in reading and/or math. Although constraints in WM can be modified, WM constraints in performance in children with reading disorders (RD) and/or math disorders (MD) remain when compared to their average achieving counterparts across a broad age span. Taken together, children with RD and/MD suffer fundamental problems related to the phonological loop (STM) and controlled attention (executive) component of WM.

Keywords

Specific Learning Disorders Working Memory Reading Math executive processing reading disabilities math disabilities

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Type: Chapter
Information: The Cambridge Handbook of Working Memory and Language , pp. 749 - 775

DOI: https://doi.org/10.1017/9781108955638.040 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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