Short-term memory and phonological coding in developmental dyslexia

The effects of irrelevant sounds on reading comprehension and short-term memory were studied in two experiments. In Experiment 1, adults judged the acceptability of written sentences during irrelevent speech, accompanied and unaccompanied singing, instrumental music, and in silence. Sentences varied in syntactic complexity: Simple sentences contained a right-branching relative clause ( The applause pleased the woman that gave the speech) and syntactically complex sentences included a centre-embedded relative clause ( The hay that the farmer stored fed the hungry animals). Unacceptable sentences either sounded acceptable ( The dog chased the cat that eight up all his food) or did not ( The man praised the child that sight up his spinach). Decision accuracy was impaired by syntactic complexity but not by irrelevant sounds. Phonological coding was indicated by increased errors on unacceptable sentences that sounded correct. These error rates were unaffected by irrelevant sounds. Experiment 2 examined effects of irrelevant sounds on ordered recall of phonologically similar and dissimilar word lists. Phonological similarity impaired recall. Irrelevant speech reduced recall but did not interact with phonological similarity. The results of these experiments question assumptions about the relationship between speech input and phonological coding in reading and the short-term store.

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Short-term memory and verbal learning with auditory phonological coding defect: A neuropsychological case study

Brain and Cognition ◽

10.1016/0278-2626(92)90108-x ◽

1992 ◽

Vol 18 (1) ◽

pp. 12-33 ◽

Cited By ~ 24

Author(s):

Luigi Trojano ◽

Maria Stanzione ◽

Dario Grossi

Keyword(s):

Short Term Memory ◽

Verbal Learning ◽

Short Term ◽

Term Memory ◽

Phonological Coding

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Prosodic Similarity Effects in Short-Term Memory in Developmental Dyslexia

Dyslexia ◽

10.1002/dys.1535 ◽

2016 ◽

Vol 22 (4) ◽

pp. 287-304 ◽

Cited By ~ 6

Author(s):

Usha Goswami ◽

Lisa Barnes ◽

Natasha Mead ◽

Alan James Power ◽

Victoria Leong

Keyword(s):

Developmental Dyslexia ◽

Short Term Memory ◽

Short Term ◽

Term Memory

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Identifying Signs of Dyslexia Test: Evidence of Criterion Validity

Paidéia (Ribeirão Preto) ◽

10.1590/1982-4327e2833 ◽

2018 ◽

Vol 28 (0) ◽

Author(s):

Rauni Jandé Roama Alves ◽

Tatiana de Cássia Nakano ◽

Ricardo Franco de Lima ◽

Sylvia Maria Ciasca

Keyword(s):

Motor Skills ◽

Developmental Dyslexia ◽

Short Term Memory ◽

Rapid Naming ◽

Short Term ◽

Writing Difficulties ◽

Term Memory ◽

Reading And Writing ◽

Two Samples ◽

External Variables

Abstract In Brazil, there is a lack of valid instruments for screening for Developmental Dyslexia (DD) and so the aim of this study was an in-depth investigation of evidence of validity based on the relations with external variables for the Identifying Signs of Dyslexia Test (TISD). More specifically, it seeks to investigate the validity of the criterion, i.e. whether such instruments would be capable of identifying this diagnosis. The research involved comparing two samples: (a) children with DD diagnosis (n = 15) and (b) children without complaints of reading and writing difficulties (n = 146). It was found that in all the subtests of which the instrument is made up (reading, writing, visual attention, calculation, motor skills, phonological awareness, rapid naming, short term memory) there were significant differences between the groups, and in the test total. The results suggest that the TISD was able to identify the group with DD, evidencing the validity of the criterion for this instrument.

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