Working Memory and Reading Disabilities: A Selective Meta-Analysis of the Literature

Advances in Learning and Behavioral Disabilities

Volumn 18, Issue , 2005, Pages 1-31

  Jerman, Olga ^a   Lee Swanson, H ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645924059     PISSN: 0735004X     EISSN: None     Source Type: Book Series    
DOI: 10.1016/S0735-004X(05)18001-X     Document Type: Review

References (78)

1. **Articles marked with an asterisk are included in present meta-analysis. Abu-Rabia S., Share D., and Mansour M.S. Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal 16 (2003) 423-442
2. Ackerman P.L., Beier M.E., and Boyle M.O. Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities. Journal of Experimental Psychology: General 131 (2002) 567-589
3. *. Ashbaker M.H., and Swanson H.L. Short-term memory and working memory operations and their contribution to reading in adolescents with and without learning disabilities. Learning Disabilities Research and Practice 11 (1996) 206-213
4. Baddeley A.D. Working memory (1986), Oxford University Press, London
5. Baddeley A.D. Exploring the central executive. Quarterly Journal of Experimental Psychology 49a (1996) 5-28
6. Baddeley A., and Logie R.H. Working memory: The multiple-component model. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 28-61
7. Bryk A.S., and Raudenbush S.W. Hierarchical linear models: Applications and data analysis methods (1992), Sage, London
8. Bull R., Johnston R.S., and Roy J.A. Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology. Developmental Neuropsychology 15 (1999) 421-442
9. Cantor J., and Engle R.W. Working memory capacity as long-term memory activation: An individual-differences approach. Journal of Experimental Psychology: Learning, Memory, and Cognition 19 (1993) 1101-1114
10. Carpenter P.A., Just M.A., and Shell P. What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices test. Psychological Review 97 (1990) 404-431
11. Chiang A., and Atkinson R.C. Individual differences and interrelationships among a select set of cognitive skills. Memory & Cognition 4 (1976) 661-672
12. *. Chiappe P., Hasher L., and Siegel L.S. Working memory, inhibitory control, and reading disability. Memory and Cognition 28 (2000) 8-17
13. Cohen J. Statistical power analysis for the behavioral sciences (1988), Academic Press, NewYork
14. Cohen R.L. Short-term memory deficits in reading disabled children in the absence of opportunity for rehearsal strategies. Intelligence 5 (1981) 69-76
15. Conway A.R.A., Cowan N., Bunting M.F., Therriault D.J., and Minkoff S.R.B. A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence (2002) 163-183
16. Crinella F., and Yu J. Brain mechanisms and intelligence: Psychometric g and executive function. Intelligence 27 (2000) 299-327
17. Daneman M., and Carpenter P.A. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior 19 (1980) 450-466
18. Daneman M., and Merikle P.M. Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin & Review 3 (1996) 422-433
19. *. de Jong P.F. Working memory deficits of reading disabled children. Journal of Experimental Child Psychology 70 (1998) 75-96
20. *. de Jong P.F., and van der Leij A. Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology 95 (2003) 22-40
21. Engle R.W., Cantor J., and Carullo J.J. Individual differences in working memory and comprehension: A test of four hypotheses. Journal of Experimental Psychology: Learning, Memory and Cognition 18 (1992) 972-992
22. Engle R.W., Kane M.J., and Tuholski S. Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, Cambridge, UK 102-134
23. Engle R.W., Tuholski S.W., Laughlin J.E., and Conway A.R. Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General 128 (1999) 309-331
24. Felton R.H., and Brown I. Neuropsychological prediction of reading disabilities. In: Obzrut J., and Hynd G. (Eds). Neuropsychological foundations of learning disabilities (1991), Academic Press, San Diego, CA 387-410
25. Francis D.J., Shaywitz S.E., Stuebing K.K., Shaywitz B.A., and Fletcher J.M. Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology 88 (1996) 3-17
26. Geary D.C., Hamson C.O., and Hoard M.K. Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology 77 (2000) 236-263
27. Hoskyn M., and Swanson H.L. Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. School Psychology Review 29 (2000) 102-119
28. Isaki E., and Plante E. Short-term and working memory differences in language/learning disabled and normal adults. Journal of Communication disorders 30 6 (1997) 427-437
29. Jorm A.F. Specific reading retardation and working memory: A review. British Journal of Psychology 78 (1983) 311-342
30. Kane M.J., and Engle R.W. Working memory capacity, proactive interference, and divided attention: Limits on long-term memory: Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (2000) 336-358
31. Kyllonen P.C., and Christal R.E. Reasoning ability is (little more than) working memory capacity?!. Intelligence 14 (1990) 389-433
32. Mishra S.P., Shitala P., Ferguson B.A., and King P.V. Research with the Wechsler Digit Span Subtest: Implications for assessment. School Psychology Review 13 (1985) 37-47
33. *. McNamara J.K., and Wong B. Memory for everyday information in students with learning disabilities. Journal of Learning Disabilities 36 (2003) 394-406
34. Nation K., Adams J.W., Bowyer-Crane C.A., and Snowling M.J. Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology 73 (1999) 139-158
35. O' Shaughnessy T., and Swanson H.L. Do immediate memory deficits in students with learning disabilities in reading reflect a developmental lag or deficit? A selective meta-analysis of the literature. Learning Disability Quarterly 21 (1998) 123-148
36. Passolunghi M.C., Cornoldi C., and De Liberto S. Working memory and intrusions of irrelevant information in a group of specific poor problem solvers. Memory & Cognition 27 (1999) 779-790
37. Passolunghi M.C., and Siegel L.S. Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology 80 (2001) 44-57
38. *. Ransby M.J., and Swanson H.L. Reading comprehension skills of young adults with childhood diagnoses of dyslexia. Journal of Learning Disabilities 36 (2003) 538-556
39. SAS Institute Inc. SAS/STAT User's guide, Version 8 (2000), Author, Cary, NC
40. Shah P., and Miyake A. The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General 125 (1996) 4-27
41. Shankweiler D., and Crain S. Language mechanisms and reading disorder. Cognition 24 (1986) 139-168
42. *. Siegel L.S. An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities 25 (1992) 618-629
43. *. Siegel L.S. Phonological processing deficits as a basis for reading disabilities. Developmental Review 13 (1993) 246-257
44. Siegel L.S. Working memory and reading: A life-span perspective. International Journal of Behavioral Development 17 (1994) 109-124
45. Siegel L.S., and Ryan E.B. The development of working memory in normally achieving and subtypes of learning disabled children. Child Development 60 (1989) 973-980
46. Stanovich K.E., and Siegel L. Phenotypic performances profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Education Psychology 86 (1994) 24-53
47. Swanson J.M., Posner M., Cantwell D., Wigal S., Crinella F.M., Filipek P., Emerson J., Tucker D., and Nalcioglu O. Attention-deficit/hyperactivity disorder: Symptom domains, cognitive processes, and neural networks. In: Parasuraman R. (Ed). The attentive brain (1998), MIT Press, Amsterdam 445-460
48. Swanson H.L. A developmental study of vigilance in learning disabled and nondisabled children. Journal of Abnormal Child Psychology 11 (1983) 415-439
49. Swanson H.L. Relations among metamemory, rehearsal activity and word recall in learning disabled and nondisabled readers. British Journal of Educational Psychology 53 (1983) 186-194
50. Swanson H.L. Learning disabled children's problem solving: Identifying mental processes underlying intelligent performance. Intelligence 12 (1988) 261-278
51. Swanson H.L. Generality and modification of working memory among skilled and less skilled readers. Journal of Educational Psychology 84 (1992) 473-488
52. Swanson H.L. An information processing analysis of learning disabled children's problem solving. American Education Research Journal 30 (1993) 861-893
53. *. Swanson H.L. Executive processing in learning-disabled readers. Intelligence 17 (1993) 117-149
54. *. Swanson H.L. Individual differences in working memory: A model testing & subgroup analysis of learning disabled and skilled readers. Intelligence 17 (1993) 285-332
55. *. Swanson H.L. Working memory in learning disability subgroups. Journal of Experimental Child Psychology 56 (1993) 87-114
56. *. Swanson H.L. Short-term memory and working memory: Do both contribute to our understanding of academic achievement in children and adults with learning disabilities. Journal of Learning Disabilities 27 (1994) 34-50
57. *. Swanson H.L. The role of working memory and dynamic assessment in the classification of children with learning disabilities. Learning Disabilities Research and Practice 9 (1994) 190-202
58. Swanson H.L. Swanson cognitive processing test (S-CPT): A dynamic assessment measure (1995), PRO-ED, Austin, TX
59. *. Swanson H.L. Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?. Journal of Experimental Child Psychology 72 (1999) 1-31
60. *. Swanson H.L. Are working memory deficits in readers with learning disabilities hard to change?. Journal of Learning Disabilities 33 (2000) 551-556
61. *. Swanson H.L. Age-related differences in learning disabled and skilled readers' working memory. Journal of Experimental Child Psychology 85 (2003) 1-31
62. *. Swanson H.L., and Alexander J.E. Cognitive processes as predictors of word recognition and reading comprehension in learning disabled and skilled readers: Revisiting the specificity hypothesis. Journal of Educational Psychology 89 (1997) 128-158
63. *. Swanson H.L., and Ashbaker M.H. Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role?. Intelligence 28 (2000) 1-30
64. *. Swanson H.L., Ashbaker M.H., and Lee C. Learning-disabled readers' working memory as a function of processing demands. Journal of Experimental Child Psychology 61 (1996) 242-275
65. *. Swanson H.L., and Berninger V. The role of working memory in skilled and less skilled readers' comprehension. Intelligence 21 (1995) 83-108
66. *. Swanson H.L., Cochran K.F., and Ewers C.A. Working memory in skilled and less skilled readers. Journal of Abnormal Child Psychology 17 2 (1989) 145-156
67. Swanson, H. L., Cooney, J. B., & McNamara, J. K. (2004). Memory and learning disabilities. In: B.Y. Wong, (Ed.), Understanding learning disabilities, (3rd ed.). San Diego, CA: Academic Press.
68. *. Swanson H.L., and Sachse-Lee C. A subgroup analysis of working memory in children with reading disabilities: Domain-general or domain-specific deficiency?. Journal of Learning Disabilities 34 (2001) 249-263
69. Swanson H.L., and Siegel L. Elaborating on working memory and learning disabilities: A reply to commentators. Issues in Education: Contributions from Educational Psychology 7 (2001) 107-129
70. Swanson H.L., and Siegel L. Learning disabilities as a working memory deficit. Issues in Education: Contributions from Educational Psychology 7 (2001) 1-48
71. *. Swanson H.L., and Trahan M. Naturalistic memory in learning disabled children. Learning Disability Quarterly 13 (1990) 82-95
72. *. Swanson H.L., and Trahan M. Learning disabled and average readers' working memory and comprehension: Does metacognition play a role?. British Journal of Educational Psychology 66 (1996) 333-355
73. *. Swanson H.L., and Trahan M.F. Learning disabled readers' comprehension of computer mediated text: The influence of working memory, metacognition and attribution. Learning Disabilities Research and Practice 7 (1992) 74-86
74. Torgesen J.K., and Houck D.G. Processing deficiencies of learning disabled children who perform poorly on the digit span subtest. Journal of Educational Psychology 72 (1980) 141-160
75. van Daal V., and van der Leji A. Developmental dyslexia: Related to specific or general deficits?. Annals of Dyslexia 49 (1999) 71-104
76. Turner M.L., and Engle R.W. Is working-memory capacity task dependent?. Journal of Memory and Language 28 (1989) 27-154
77. Welsh M.C., Pennington B.F., and Grossier D.B. A normative developmental study of executive function: A window on prefrontal function in children?. Developmental Neuropsychology 7 (1991) 131-149
78. *. Willcutt E.G., Pennington B.F., Boada R., and Ogline J.S. A comparison of cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology 110 (2001) 157-172