Tracy Packiam Alloway
Working memory, reading, and mathematical skills in children with developmental coordination disorder
Durham University
aim present study investigate relationship working memory reading mathematical skills 55 children diagnosed developmental coordination disorder dcd findings indicate pervasive memory deficit memory measures particular deficits observed visuospatial shortterm working memory tasks significantly worse verbal shortterm memory ones basis deficits sample divided high low visuospatial memory ability groups low visuospatial memory group performed significantly worse attainment measures compared high visuospatial memory group even contribution iq taken account sample divided high low verbal working memory ability groups verbal working memory skills made unique contribution attainment verbal iq taken account performance iq statistically controlled possible processing demands working memory tasks together active motor component reflected visuospatial memory tasks performance iq subtest play crucial role learning children dcd