Working Memory, Short-Term Memory, and Reading Disabilities

No abstract is available for this paper.

• Publication year

  2009

• Venue

  Journal of Learning Disabilities

• Publication date

  2009-03-02

• Fields of study

  Medicine, Education, Psychology

• Identifiers
  DOI 10.1177/0022219409331958PMID 19255286
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• Statistical Methods for Meta‐Analysis

  2008influential reference
• On the division of short-term and working memory: an examination of simple and complex span and their relation to higher order abilities.

  2007cited by this paper
• Working memory, short-term memory, and naming speed as predictors of children's mathematical performance

  2007cited by this paper
• Individual differences in working memory.

  2006cited by this paper
• Examining Visual-Verbal Associations in Children with and Without Reading Disorder

  2005cited by this paper
• Neuropsychological Analyses of Comorbidity Between Reading Disability and Attention Deficit Hyperactivity Disorder: In Search of the Common Deficit

  2005cited by this paper
• Working memory and intelligence: the same or different constructs?

  2005cited by this paper
• Working Memory in Dutch Children with Reading- and Arithmetic-Related LD

  2005cited by this paper
• Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children.

  2005cited by this paper
• Memory span and general intelligence: A latent-variable approach

  2005influential reference
• Working memory and general intelligence : The role of short-term storage

  2005cited by this paper
• Children with Reading Disabilities: Does Dynamic Assessment Help in the Classification?

  2005cited by this paper
• Working Memory in Dutch Children with Reading- and Arithmetic-Related LD

  2005cited by this paper
• Learning Disabilities and Memory

  2004cited by this paper
• On the nature of forgetting and the processing–storage relationship in reading span performance ☆

  2004cited by this paper
• Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2?

  2004cited by this paper
• Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students.

  2004cited by this paper
• The structure of working memory from 4 to 15 years of age.

  2004cited by this paper
• A structural analysis of working memory and related cognitive skills in young children.

  2004cited by this paper
• Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic

  2003cited by this paper
• Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography.

  2003cited by this paper
• Age-related differences in learning disabled and skilled readers' working memory.

  2003cited by this paper
• Memory for Everyday Information in Students with Learning Disabilities

  2003cited by this paper
• Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities.

  2002influential reference
• Fitting individual growth models using SAS PROC MIXED.

  2002cited by this paper
• A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence

  2002cited by this paper
• Multilevel Analysis: Techniques and Applications

  2002cited by this paper
• The Incidence and Nature of Letter Orientation Errors in Reading Disability

  2002cited by this paper
• Multilevel Analysis Techniques and Applications

  2002cited by this paper
• Serial recall and nonword repetition in reading disabled children

  2001cited by this paper
• A Subgroup Analysis of Working Memory in Children with Reading Disabilities

  2001cited by this paper
• Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving.

  2001cited by this paper
• Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important.

  2001cited by this paper
• Individual differences in working memory: introduction to the special section.

  2001cited by this paper
• A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder.

  2001cited by this paper
• Working memory deficits in children with low achievements in the national curriculum at 7 years of age.

  2000cited by this paper
• Working memory, inhibitory control, and reading disability

  2000cited by this paper
• Assessment of Working Memory in Six- and Seven-Year-Old Children.

  2000cited by this paper
• The episodic buffer: a new component of working memory?

  2000cited by this paper
• Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children

  2000cited by this paper
• Working Memory, Short-term Memory, Speech Rate, Word Recognition and Reading Comprehension in Learning Disabled Readers: Does the Executive System Have a Role?.

  2000cited by this paper
• Cognitive Processing of Low Achievers and Children with Reading Disabilities: A Selective Meta-Analytic Review of the Published Literature

  2000cited by this paper
• Are Working Memory Deficits in Readers with Learning Disabilities Hard to Change?

  2000influential reference
• Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability.

  2000cited by this paper
• Numerical and arithmetical cognition: patterns of functions and deficits in children at risk for a mathematical disability.

  1999cited by this paper
• Brain mechanisms and intelligence. Psychometric g and executive function

  1999cited by this paper
• How does phonological awareness relate to nonword reading skill amongst poor readers?

  1999cited by this paper
• Working memory deficits in poor comprehenders reflect underlying language impairments.

  1999cited by this paper
• Models of Working Memory: Mechanisms of Active Maintenance and Executive Control

  1999influential reference
• Developmental dyslexia: Related to specific or general deficits?

  1999cited by this paper
• Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex.

  1999cited by this paper
• Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.

  1999cited by this paper
• Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

  1999influential reference
• Reading disability subtypes and the test of memory and learning.

  1999cited by this paper
• Working Memory: The multiple-component model

  1999influential reference
• The development of memory.

  1998cited by this paper
• Memory span, naming speed, and memory strategies in poor and normal readers.

  1998cited by this paper
• The phonological loop as a language learning device.

  1998cited by this paper
• Increases in Intrusion Errors and Working Memory Deficit of Poor Comprehenders

  1998cited by this paper
• Working memory deficits of reading disabled children.

  1998influential reference
• Attention-deficit/hyperactivity disorder: Symptom domains, cognitive processes, and neural networks.

  1998cited by this paper
• Forward and backward serial recall

  1997cited by this paper
• Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis.

  1997influential reference
• Working memory and language comprehension: A meta-analysis

  1996cited by this paper
• Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis.

  1996cited by this paper
• Learning disabled and average readers' working memory and comprehension: does metacognition play a role?

  1996cited by this paper
• Learning-disabled readers' working memory as a function of processing demands.

  1996cited by this paper
• Factors That Influence Phoneme---Grapheme Correspondence Learning

  1996cited by this paper
• Exploring the Central Executive

  1996cited by this paper
• Short-Term Memory and Working Memory Operations and Their Contribution to Reading in Adolescents with and without Learning Disabilities.

  1996cited by this paper
• Attention and Memory: An Integrated Framework

  1995cited by this paper
• The role of working memory in skilled and less skilled readers' comprehension.

  1995cited by this paper
• Short-Term Memory and Working Memory

  1994cited by this paper
• Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

  1994cited by this paper
• Working Memory and Reading: A Life-span Perspective

  1994influential reference
• The Role of Working Memory and Dynamic Assessment in the Classification of Children with Learning Disabilities.

  1994cited by this paper
• Learning to read: the role of short-term memory and phonological skills.

  1994cited by this paper
• Why does memory span improve with age? A review of the evidence for two current hypotheses

  1993cited by this paper
• Individual differences in working memory: A model testing and subgroup analysis of learning-disabled and skilled readers

  1993cited by this paper
• Executive processing in learning-disabled readers☆

  1993cited by this paper
• Phonological Processing Deficits as the Basis of a Reading Disability

  1993cited by this paper
• Working memory in learning disability subgroups.

  1993cited by this paper
• An Information Processing Analysis of Learning Disabled Children’s Problem Solving

  1993cited by this paper
• Learning Disabled Readers' Comprehension of Computer Mediated Text: The Influence of Working Memory, Metacognition and Attribution

  1992cited by this paper
• Generality and modifiability of working memory among skilled and less skilled readers

  1992cited by this paper
• Hierarchical Linear Models: Applications and Data Analysis Methods

  1992cited by this paper
• Individual differences in working memory and comprehension: a test of four hypotheses.

  1992cited by this paper
• A capacity theory of comprehension: individual differences in working memory.

  1992cited by this paper
• The Relationship Between Phonological Codes on Memory and Spelling Tasks for Students With and Without Learning Disabilities

  1992cited by this paper
• Naturalistic memory in learning-disabled and skilled readers

  1991cited by this paper
• A normative‐developmental study of executive function: A window on prefrontal function in children

  1991cited by this paper
• LETTERS to the EDITORPublication bias

  1991cited by this paper
• The effect of increased incentive on free recall by learning-disabled and nondisabled children.

  1990cited by this paper
• Comorbidity of ADHD and reading disability among clinic-referred children

  1990cited by this paper
• Automatic And Purposive Semantic Processing In Learning Disabled Individuals

  1990cited by this paper
• Reasoning ability is (little more than) working-memory capacity?!

  1990cited by this paper
• Episodic priming in children with learning disabilities

  1990cited by this paper
• Naturalistic Memory in Learning Disabled Children

  1990cited by this paper
• The development of explicit and implicit forms of memory in learning disabled children

  1989cited by this paper
• The development of working memory in normally achieving and subtypes of learning disabled children.

  1989cited by this paper

• Discrimination power of WISC-IV index and CHC cluster scores in the clinical diagnosis of children with specific learning disorder

  2026cites this paper
• Cognitive Pathways in Atypical Development: Executive Functions in Children With Attention‐Deficit/Hyperactivity Disorder and Specific Learning Disorders

  2026cites this paper
• Verbal short-term memory in developmental dyslexia: The role of the temporoparietal area.

  2025cites this paper
• Word reading difficulties in a dual-script language: the role of working memory, phonological and morphological awareness

  2025cites this paper
• Phonological deficits in the co-occurrence of reading and mathematical difficulties in Chinese

  2025cites this paper
• An Observational Study of Student Reading Engagement During UFLI Intensive Intervention*

  2025cites this paper
• A Network Meta-analysis of Multi-component Reading Interventions for Students with Reading Difficulties: Active-Ingredient vs. Ingredient-Interaction?

  2025cites this paper
• Exploring the relation between reading comprehension and executive functions: Does the level of reading comprehension test matter?

  2025cites this paper
• Identification of two odorant receptors tuned to alarm pheromone compounds in the honey bee Apis mellifera

  2025cites this paper
• A Postsecondary Case Study: Use of the WJ V Dyslexia Test Set and Other Tests to Inform Recommendations for Accommodations in Higher Education

  2025cites this paper
• Cognitive Predictors of Decoding Skills in Newcomer and Monolingual French-Speaking Children.

  2025cites this paper
• Effects of a School-Based Intervention on Executive Functions and Theory of Mind in Children with Specific Learning Disorders

  2025cites this paper
• Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi

  2025cites this paper
• The Case for Subject-Verb Dependency Distance as a Measure of Complexity and Readability

  2025cites this paper
• How serious are serious game assessments of reading and reading-related skills?

  2025cites this paper
• Executive function in children with signs of specific learning disorders.

  2025cites this paper
• The Effect of Verbal Working Memory Intervention on the Reading Performance of Students with Specific Learning Disabilities

  2025cites this paper
• Exploring and Evaluating the Impacts of Rhythm Training on Reading through Interaction Design

  2024cites this paper
• Hot and cool executive function and theory of mind in children with and without specific learning disorders

  2024cites this paper
• Cognitive Profiles in Preschool Children at Risk for Co-Occurring Dyslexia and ADHD

  2024cites this paper
• The contribution of working memory and spatial perception to the ability to solve geometric problems

  2024cites this paper
• Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming.

  2024cites this paper
• Measurement of Working Memory on the Wechsler Adult Intelligence Scale: Should We Subtract Arithmetic?

  2024cites this paper
• Critical Review of Recently Published Studies Claiming Long-Term Neurocognitive Abnormalities in Mild Traumatic Brain Injury.

  2024cites this paper
• Best practices in teaching reading: A phenomenological study

  2024cites this paper
• The Role of Morphological Awareness and Orthographic Awareness in Reading Comprehension in Arabic: Do Reading Fluency and Working Memory Count?

  2024cites this paper
• The relationship between executive functions and mathematics achievements in early-grade elementary students

  2024cites this paper
• The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties

  2024cites this paper
• İnternet Bağımlılığı ve İnternet Oyun Oynama Bozukluğunun Çalışma Belleğine Etkisinin Öğrenme Sürecine Yansımaları

  2024cites this paper
• Is a Picture Worth a Thousand Words? Not Necessarily, for the Phonological Awareness of Young Children

  2024cites this paper
• Integrating Cognitive Factors and Eye Movement Data in Reading Predictive Models for Children with Dyslexia and ADHD-I

  2024influential citation
• Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers

  2024cites this paper
• Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic

  2024cites this paper
• Associations between early lexical composition and pre-reading skills at 5 years - A longitudinal study.

  2023cites this paper
• Generalization of Skill for a Working Memory Recognition Procedure in Children: The Benefit of Starting with Easy Materials

  2023cites this paper
• Performance and Symptom Validity in Outpatient Pediatric Neuropsychological Evaluations

  2023cites this paper
• Dichotic listening deficits in children with hearing loss.

  2023cites this paper
• Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency.

  2023cites this paper
• The effect of classroom environment on literacy development

  2023cites this paper
• Executive functions underlie word reading and reading fluency in Chinese children with attention deficit/hyperactivity disorder, reading disabilities, and comorbid attention deficit/hyperactivity disorder and reading disabilities

  2023influential citation
• Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

  2023cites this paper
• Predicting the development of Papiamento and Dutch word decoding efficiency in the Dutch Caribbean

  2023cites this paper
• Executive functions in children with specific learning disorders: Shedding light on a complex profile through teleassessment.

  2023cites this paper
• A novel task and methods to evaluate inter-individual variation in audio-visual associative learning.

  2023cites this paper
• What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties?

  2023cites this paper
• Pembangunan Dan Penilaian Modul Intervensi Kognitif Untuk Kemahiran Membaca Murid Disleksia

  2023cites this paper
• Utilisation de la robotique éducationnelle comme entraînement des fonctions exécutives : état des lieux

  2023cites this paper
• Relations Between Pragmatic Language and Literacy-Related Skills in Omani Elementary Students

  2023cites this paper
• Auditory attention influences trajectories of symbol-speech sound learning in children with and without dyslexia.

  2023cites this paper
• E' tempo di cambiare: riflessioni sui paradigmi utili nello studio dei disturbi dell'apprendimento nella prospettiva RDoC

  2023cites this paper
• The Deficit in Visuo-spatial Working Memory in Dyslexic Population? A Systemic Review and Meta-analysis

  2023cites this paper
• Executive Dysfunctions in Different Learning Disabilities: A Review

  2023influential citation
• Phonological–semantic flexibility and its role in reading for Chinese kindergarten children

  2023cites this paper
• Active learning improves academic achievement and learning retention in K-12 settings: A meta-analysis

  2023cites this paper
• Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis

  2023cites this paper
• Predicting variation in word decoding development in deaf and hard-of-hearing children

  2023cites this paper
• Heterogeneity of short-term memory deficits in children with dyslexia.

  2023cites this paper
• Rhythm and Reading Abilities

  2023cites this paper
• Associations between Executive Functions and Sensorimotor Performance in Children at Risk for Learning Disabilities

  2023cites this paper
• How do executive functions explain early Chinese reading and writing?

  2022cites this paper
• Procesos ejecutivos, acceso al léxico y agenda visoespacial en escolares disléxicos, TDAH y comórbidos

  2022cites this paper
• Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia

  2022cites this paper
• Okul öncesi çocuklarda çalışma belleği ve erken okuryazarlık becerilerinin incelenmesi

  2022cites this paper
• Gamification as technology enabler in SEN and DHH education

  2022cites this paper
• Percentile Norms for an Early Reading Assessment in Malay

  2022cites this paper
• Working Memory and Manual Dexterity in Dyslexic Children: A Systematic Review and Meta-Analysis

  2022cites this paper
• Active learning promotes more positive attitudes towards the course: A meta‐analysis☆

  2022cites this paper
• The influence of intelligence and cognitive abilities on the reading ability of Japanese students with developmental disorders.

  2022cites this paper
• Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence

  2022cites this paper
• The role of gender and cognitive mechanisms in mathematical and reading performance

  2022cites this paper
• Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk

  2022cites this paper
• Using Assistive Technology to Improve Decoding Skills in Special Educational Needs (SEN) Students

  2022cites this paper
• Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish

  2022cites this paper
• Parent Reports of Executive Functions in Students With Learning Disability

  2022cites this paper
• AI-based multidisciplinary framework to assess the impact of gamified video-based learning through schema and emotion analysis

  2022cites this paper
• Memory training with the method of loci for children and adolescents with ADHD—A feasibility study

  2022cites this paper
• Learning to read in mother tongue or foreign language: Comparing Papiamento-Dutch reading skills in the post-colonial Dutch Caribbean

  2022cites this paper
• Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?

  2022cites this paper
• Recollection contributes to children's reading comprehension: Using the process dissociation procedure in a working memory updating task.

  2022cites this paper
• Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?

  2022cites this paper
• Enhancing science performance of m iddle‐school students with and without developmental and b ehavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

  2022cites this paper
• Limited Visual Working Memory Capacity in Children with Dyslexia: An ERP Study

  2022influential citation
• What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It

  2022cites this paper
• Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography: Working memory and visual retention

  2022cites this paper
• What components of working memory are associated with children's reading skills?

  2022cites this paper
• Working Memory Training in Youth With Autism, Fragile X, and Intellectual Disability: A Pilot Study.

  2022cites this paper
• The Dimensionality of Language and Literacy in the School-Age Years.

  2022cites this paper
• Underachievement at school relative to potential: links between reasoning, phonological decoding, short-term memory, and complex grammar

  2022cites this paper
• Improving Language Acquisition and Processing With Cognitive Stimulation

  2021cites this paper
• Statistical Learning and the Effect of Starting Small in Developmental Dyslexia.

  2021cites this paper
• Working Memory in Pediatric Epilepsy: A Systematic Review and Meta-Analysis

  2021cites this paper
• The Mediating Role of Processing Speed in the Relationship between Working Memory and Phonological Awareness with Reading in Students with Reading Disorder

  2021cites this paper
• Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis

  2021cites this paper
• Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?

  2021cites this paper
• Relations between executive functions and academic outcomes in elementary school children: A meta-analysis.

  2021cites this paper
• Reading Predictors in Croatian

  2021cites this paper
• Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities

  2021cites this paper
• Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

  2021cites this paper
• The Influence of Articulatory Suppression on Reading Among Chinese Children With Developmental Dyslexia: An Eye-Movement Study

  2021cites this paper
• Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages

  2021cites this paper