Anne Fischbach|Tanja Könen|Chantal Sabrina Rietz|Marcus Hasselhorn
What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study
DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education
goals study explore deficits working memory associated literacy disorders ie developmental disorders reading andor spelling developmental trajectories working memory deficits performance 28 children literacy disorders compared nondisabled control group group size five biannual times measurement threeyearlongitudinal study beginning end primary school 95 years age storage capacity centralexecutive working memory assessed phonological visualspatial modalities latter static dynamic conditions overall children literacy disorders outperformed typical developing peers phonological dynamic visualspatial storage centralexecutive tasks except static visualspatial storage task results single times measurement revealed consistent deficit found storage capacity phonological loop additional centralexecutive impairment supported low backward spans causes output deficits dynamic visualspatial tasks good performance static visualspatial condition discussed