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Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia

Year 2021, , 941 - 952, 31.12.2021
https://doi.org/10.24106/kefdergi.741028

Abstract

Dyslexia is defined as difficulties determining speech sounds and learning the relationships of speech sounds with letters and words. Children with learning disabilities may experience problems in attention, memory, perception, motor processing, information processing speed, planning and problem-solving skills. Although lack of phonological processing is considered one of the leading causes of dyslexia, the level of influence of other underlying factors such as cognitive deficits on reading gain is still unclear. Numerous studies have shown that dyslexia is associated with poor working memory, a critical component of reading skill acquisition because the temporary processing of newly introduced and previously stored information involves critical thinking, use of cognitive executive skills, comprehension, and learning tasks. Working memory is often used synonymously with short-term memory, but some theorists consider their functions distinct in that working memory allows for the manipulation of the information temporarily stored in short-term memory. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while temporary. This study discussed the effects of working memory on reading, reading comprehension, and high-level language skills.

References

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  • Anita M., Y. Wong, Connie S.H.,Terry K.F., Catherine M.,Ashley K., Lesley P., Catherine, C. (2017). Reading comprehension, working memory and higherlevel language skills in children with SLI and/ or dyslexia. Read Writ, 30, 337–361.
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  • Bishop, D.V.M., & Snowling, M.J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858–888.
  • Borowsky, R., Esopenko, C., Cummine, J., & Sarty, G. E. (2007). Neural representations of visual words and objects: a functional MRI study on the modularity of reading and object processing. Brain Topogr. 20, 89–96. doi: 10.1007/s10548-007-0034-1
  • Bosse, M. L., & Valdois, S. (2009). Influence of the visual attention span on child reading performance: a cross– sectional study. J. Read. Res. 32, 230–253. doi: 10.1111/j.1467-9817.2008.01387.x
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  • Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal Educational Psychology, 96, 671-681
  • Catts HW., & Hogan, TP. (2003). Language basis of reading disabilities and implications for early identification and remediation. Reading Psychol, 24, 223-46.
  • Chevin, G. (2009). Dyslexia: Visually deaf? Auditory blind?. İngiltere: Author House
  • Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements on national curriculum tests: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745–759.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues (3. baskı). New York: National Center for Learning Disabilities
  • Dahlin, K.I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479-491.
  • Dahlin, E., Nyberg, L., Backman, L., & Neely, A. S. (2008). Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance. Psychology and Aging, 23, 720–730.
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  • De Beni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related to reading comprehension ability. Learning and Individual Differences, 12, 131–145.
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  • Dehn, M. J. (2014). Interventions for students with memory difficulties. In J. T. Mascolo, V. C. Alfonso, & D. P. Flanagan (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners (pp. 357-386). Hoboken, NJ: Wiley.
  • Dunlosky, J., & Kane, M. J. (2007). The contributions of strategy use to working memory span: A comparison of strategy assessment methods. Quarterly Journal of Experimental Psychology, 60, 1227–1245.
  • Elliott, J. G., Gathercole, S. E., Alloway, T.P., Holmes, J., & Kirkwood, H. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement. Journal of Cognitive Education and Psychology, 9(3), 227–250. doi.org/10.1891/1945-8959.9.3.227
  • Ericson, B. & Ronnberg, J. (1997). Reading disability and its treatment. EMIR, Report No. 2, Norrkoping: Eve Malmquist Institute for Reading, Linkoping University.
  • Fischbach, A., Konen, T., Rietz, C. S, & Hasselhorn, M. (2014). What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study. Reading Writing, 27, 267-286.
  • Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. London, UK: Sage Publishing.
  • Gathercole, S. E., & Alloway, T. P. (2004). Working memory and classroom learning. Dyslexia Review, 15, 4–9.
  • Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20, 109–122.
  • Gathercole, S. E., Durling, M., Evans, S., Jeffcock, E., & Stone, S. (2008). Working memory abilities and children's performance in laboratory analogues of classroom activities. Applied Cognitive Psychology, 22, 1019–1037
  • Gill, C. B., Klecan-Aker, J., Roberts, T., & Fredenburg, K. A. (2003). Following directions: Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching and Therapy, 19, 85-104.
  • Goff, D. A., Pratt, C., & Ong, B. (2005). The relations between children’s reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing, 18, 583–616.
  • Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual–information processing, and academic performance among seventh–grade school children: a more significant relationship than we thought? Am. J. Occup. Ther. 59, 377–389. doi: 10.5014/ajot.59.4.377
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Dislektik Bireylerde İşleyen Bellek, Okuduğunu Anlama ve Üst Düzey Dil Becerilerin Analizi

Year 2021, , 941 - 952, 31.12.2021
https://doi.org/10.24106/kefdergi.741028

Abstract

Öğrenme güçlüğünün alt bileşenlerinden olan disleksi (okuma güçlüğü), konuşma seslerini belirleyememe ve bu seslerin harflerle ve kelimelerle ilişkilerini öğrenmeyle (kod çözme) ilgili sorunlar olarak tanımlanmaktadır. Uygun eğitim ortamları, kişisel donanımlar ve zekâ seviyeleri yeterli olmasına karşın dislektik bireyler, okuma becerisini edinmede güçlük yaşar. İşleyen bellek, okuma becerisi ediniminin kritik bileşenlerindedir. Bunun nedeni, yeni tanıtılan ve önceden depolanan verilerin geçici olarak tutulması ve işlenmesindeki rolüdür. Bu roller; eleştirel düşünme, bilişsel yürütme becerilerinin kullanımı, kavrama, yeni bilgi öğrenme ve bellek güncellemeleri şeklinde sıralanabilir. Fonolojik işlemleme eksikliğinin, disleksinin ana nedenlerinden biri olarak kabul edilmesine rağmen bu sorunun altında yatan faktörler ve diğer bilişsel eksikliklerinin okuma kazanımını etkileme düzeyi hala belirsizdir. Çok sayıda çalışma, disleksinin zayıf işleyen bellekle ilişkili olduğunu göstermiştir. Tipik okuma yeteneğine sahip bireylerle karşılaştırıldığında, dislektik bireylerin karmaşık ve zayıf işleyen bellek fonksiyonu sergilediği gözlenmiştir. Bu çalışmada ise işleyen belleğin çalışma prensipleri açıklanarak işleyen belleğin okuma, okuduğunu anlama ve üst düzey dil becerileri üzerinden etkisi incelenerek zayıf işleyen bellek problemi olan yani dislektik öğrencilere yönelik telafi edici müdahalelere değinilmiştir.

References

  • Acheson, D.J., MacDonald, M.C., & Postle, B.R, (2010). The interaction of concreteness and phonological similarity in verbal working memory. Journal of Experimental Psychogy: Learning, Memory and Cognitio 36, 17-36.
  • Ackerman, P.T., & Dykman, R.A., (1993). Phonological processes, confrontation naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
  • Alloway, T.P., Gathercole, S.E., & Pickering, S.J. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77, 1698–1716. doi: 10.1111/j.1467-8624.2006.00968.x.
  • Anita M., Y. Wong, Connie S.H.,Terry K.F., Catherine M.,Ashley K., Lesley P., Catherine, C. (2017). Reading comprehension, working memory and higherlevel language skills in children with SLI and/ or dyslexia. Read Writ, 30, 337–361.
  • Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic achievement. Journal of Experimental Child Psychology, 106, 20-29.
  • Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. doi: 10.1038/nrn1201
  • Baddeley, A. D. (2006). Working memory: An overview. In S. J. Pickering (Ed.), Working memory and education (pp. 1–31). Burlington, MA: Academic Press.
  • Balcı, E. (2017). Disleksi hakkında gerçekler: disleksi nedir ve ne değildir? Trakya Üniversitesi Sosyal Bilimler Dergisi. 19(1), 1-17.
  • Bishop, D.V.M., & Snowling, M.J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858–888.
  • Borowsky, R., Esopenko, C., Cummine, J., & Sarty, G. E. (2007). Neural representations of visual words and objects: a functional MRI study on the modularity of reading and object processing. Brain Topogr. 20, 89–96. doi: 10.1007/s10548-007-0034-1
  • Bosse, M. L., & Valdois, S. (2009). Influence of the visual attention span on child reading performance: a cross– sectional study. J. Read. Res. 32, 230–253. doi: 10.1111/j.1467-9817.2008.01387.x
  • Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. doi:10.1037/0022-0663.96.1.31.
  • Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal Educational Psychology, 96, 671-681
  • Catts HW., & Hogan, TP. (2003). Language basis of reading disabilities and implications for early identification and remediation. Reading Psychol, 24, 223-46.
  • Chevin, G. (2009). Dyslexia: Visually deaf? Auditory blind?. İngiltere: Author House
  • Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements on national curriculum tests: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745–759.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues (3. baskı). New York: National Center for Learning Disabilities
  • Dahlin, K.I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479-491.
  • Dahlin, E., Nyberg, L., Backman, L., & Neely, A. S. (2008). Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance. Psychology and Aging, 23, 720–730.
  • De Beni, R., Borella, E., & Carretti, B. (2007). Reading comprehension in aging: The role of working memory and metacomprehension. Aging, Neuropsychology, and Cognition, 14, 189–212.
  • De Beni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related to reading comprehension ability. Learning and Individual Differences, 12, 131–145.
  • Dehaene, S. (2014). Reading in the Brain Revised and Extended: Response to Comments. Mind & Language, 29, 320-335.
  • Dehn, M. J. (2011). Helping students remember: Exercises and strategies to strengthen memory. Hoboken, NJ: Wiley
  • Dehn, M. J. (2014). Interventions for students with memory difficulties. In J. T. Mascolo, V. C. Alfonso, & D. P. Flanagan (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners (pp. 357-386). Hoboken, NJ: Wiley.
  • Dunlosky, J., & Kane, M. J. (2007). The contributions of strategy use to working memory span: A comparison of strategy assessment methods. Quarterly Journal of Experimental Psychology, 60, 1227–1245.
  • Elliott, J. G., Gathercole, S. E., Alloway, T.P., Holmes, J., & Kirkwood, H. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement. Journal of Cognitive Education and Psychology, 9(3), 227–250. doi.org/10.1891/1945-8959.9.3.227
  • Ericson, B. & Ronnberg, J. (1997). Reading disability and its treatment. EMIR, Report No. 2, Norrkoping: Eve Malmquist Institute for Reading, Linkoping University.
  • Fischbach, A., Konen, T., Rietz, C. S, & Hasselhorn, M. (2014). What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study. Reading Writing, 27, 267-286.
  • Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. London, UK: Sage Publishing.
  • Gathercole, S. E., & Alloway, T. P. (2004). Working memory and classroom learning. Dyslexia Review, 15, 4–9.
  • Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20, 109–122.
  • Gathercole, S. E., Durling, M., Evans, S., Jeffcock, E., & Stone, S. (2008). Working memory abilities and children's performance in laboratory analogues of classroom activities. Applied Cognitive Psychology, 22, 1019–1037
  • Gill, C. B., Klecan-Aker, J., Roberts, T., & Fredenburg, K. A. (2003). Following directions: Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching and Therapy, 19, 85-104.
  • Goff, D. A., Pratt, C., & Ong, B. (2005). The relations between children’s reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing, 18, 583–616.
  • Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual–information processing, and academic performance among seventh–grade school children: a more significant relationship than we thought? Am. J. Occup. Ther. 59, 377–389. doi: 10.5014/ajot.59.4.377
  • Gutierrez-Clellen, V. F., Calderon, J., & Weismer, S. E. (2004). Verbal working memory in bilingual children. Journal of Speech, Language, and Hearing Research, 47, 863–876.
  • Hartsuiker, R. J., & Barkuysen, P. N. (2006). Language production and working memory: The case of subject-verb agreement. Language and Cognitive Processes, 21, 181–204.
  • Holmes, J., & Adams, J. W. (2006). Working memory and children's mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26, 339–366.
  • Holmes, J., Gathercole, S.E., & Dunning, D.L. (2010). Poor Working Memory: Impact and Interventions. Advances in Child Development and Behavior, 39(1), 1-43. doi: 10.1016/b978-0-12-374748-8.00001-9
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There are 84 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Aydın Kızılaslan 0000-0003-3033-9358

Muhammed Tunagür 0000-0002-6427-6431

Publication Date December 31, 2021
Acceptance Date December 22, 2021
Published in Issue Year 2021

Cite

APA Kızılaslan, A., & Tunagür, M. (2021). Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia. Kastamonu Education Journal, 29(5), 941-952. https://doi.org/10.24106/kefdergi.741028