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

Swanson, H. Lee; Ashbaker, Margaret Howell

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ607436

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0160-2896

EISSN: N/A

Available Date: N/A

Working Memory, Short-term Memory, Speech Rate, Word Recognition and Reading Comprehension in Learning Disabled Readers: Does the Executive System Have a Role?

Swanson, H. Lee; Ashbaker, Margaret Howell

Intelligence, v28 n1 p1-30 2000

Explored the contribution of two working memory systems, the articulatory loop and the central executive, and short-term memory to the word recognition and comprehension deficits of children with learning disabilities. Results of 2 experiments with 150 children support the idea that poor word recognition and comprehension reflect deficits in a central executive system. (SLD)

Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Learning Disabilities, Reading Comprehension, Reading Difficulties, Short Term Memory, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A