Predictive validity of dynamic testing and working memory as it relates to reading growth in children with reading disabilities

2011 ◽  
pp. 1-30 ◽  
Author(s):  
H. Lee Swanson ◽  
Michael Orosco
Keyword(s):  
Working Memory ◽  
Predictive Validity ◽  
Reading Disabilities ◽  
Dynamic Testing ◽  
Reading Growth

Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children With Reading Disabilities

2011 ◽  
Vol 44 (4) ◽  
pp. 358-371 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Reading Disabilities ◽  
Dynamic Testing ◽  
Verbal Iq ◽  
Only Children ◽  
Testing Conditions ◽  
Skilled Readers ◽  
Reading Measures ◽  
Significant Moderator

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children’s WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading.

Does the Dynamic Testing of Working Memory Predict Growth in Nonword Fluency and Vocabulary in Children With Reading Disabilities?

2010 ◽  
Vol 9 (2) ◽  
pp. 139-165 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Working Memory ◽  
Reading Disabilities ◽  
Dynamic Testing ◽  
Receptive Vocabulary ◽  
Only Children ◽  
Testing Conditions ◽  
Skilled Readers ◽  
Curve Modeling ◽  
Reading Measures ◽  
One Year

This three-year longitudinal study assessed whether working memory (WM performance) when tested under dynamic testing conditions is related to growth on measures of phonological awareness and vocabulary in skilled readers and subgroups of children with reading disabilities (RD) (children with RD-only, children with both reading and arithmetic deficits, and low verbal IQ readers). A battery of memory and reading measures was administered to 78 children (11.6 yrs) across three testing waves spaced one year apart. WM tasks were presented under initial, gain, and maintenance testing conditions. The important results were (1) growth curve modeling showed that WM performance administered under initial and maintenance testing conditions was a significant moderator of growth in receptive vocabulary, whereas the number of probes and WM performance under gain testing conditions were significant moderators of growth in nonword fluency and (2) WM performance was statistically comparable within subgroups of children with RD, but inferior to skilled readers across all testing conditions. The results support the notion that children’s WM performance when measured under dynamic testing conditions was related to the rate of growth on basic reading and vocabulary measures.

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

2015 ◽  
Vol 50 (4) ◽  
pp. 386-407 ◽  
Author(s):  
H. Lee Swanson ◽  
Michael J. Orosco ◽  
Milagros Kudo
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Reading Disabilities ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Naming Speed ◽  
Significant Group ◽  
L2 Reading ◽  
Executive System ◽  
Not At Risk

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM.

A Cross-Modal Working Memory Binding Span Deficit in Reading Disability

2018 ◽  
Vol 52 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Enrico Toffalini ◽  
Mara Marsura ◽  
Ricardo Basso Garcia ◽  
Cesare Cornoldi
Keyword(s):  
Working Memory ◽  
Reading Disability ◽  
Reading Disabilities ◽  
Short Term Memory ◽  
Phonological Information ◽  
Short Term ◽  
Memory Binding ◽  
Span Tasks ◽  
Significant Deficit ◽  
The Difference

Successful reading demands the ability to combine visual-phonological information into a single representation and is associated with an efficient short-term memory. Reading disability may consequently involve an impaired working memory binding of visual and phonological information. The present study proposes two span tasks for assessing visual-phonological working memory binding. The tasks involved memorizing cross-modal associations between nonsense figures and nonwords, and they were administered, with other working memory measures, to children with and without a reading disability. The tasks required recognizing which figure was associated with a given nonword and recalling which nonword was associated with a given figure. Children with a reading disability had a similar significant deficit in both cross-modal binding tasks when compared with the control children, and the difference remained significant even after controlling for other verbal and nonverbal working memory measures. The cross-modal binding tasks described here seem to capture a core aspect of working memory associated with reading and may be a useful procedure for assessing reading disabilities.

scholarly journals Working memory in children with reading disabilities

2006 ◽  
Vol 93 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Susan Elizabeth Gathercole ◽  
Tracy Packiam Alloway ◽  
Catherine Willis ◽  
Anne-Marie Adams
Keyword(s):  
Working Memory ◽  
Reading Disabilities

Children with Reading Disabilities: Does Dynamic Assessment Help in the Classification?

2005 ◽  
Vol 28 (1) ◽  
pp. 17-34 ◽  
Author(s):  
H. Lee Swanson ◽  
Crystal B. Howard
Keyword(s):  
Reading Disabilities ◽  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Verbal Working Memory ◽  
Poor Readers ◽  
Hierarchical Regression ◽  
Testing Conditions ◽  
Skilled Readers ◽  
Unique Variance ◽  
And Mathematics

This study was conducted to determine whether the cognitive performance of reading disabled and poor readers can be separated under dynamic assessment procedures, and whether measures related to dynamic assessment add unique variance, beyond IQ, in predicting reading achievement scores. The sample consisted of 70 children (39 females and 31 males). Within this sample four groups of children were compared: children with reading disabilities ( n=12), children with math/reading disabilities ( n=19), poor readers ( n=14), and skilled readers ( n=25). Intelligence, reading and math tests, and verbal working memory (WM) measures were administered (presented under static and dynamic testing conditions). Two important findings emerged: (a) hierarchical regression analyses found that a dynamic assessment measure factor score contributed unique variance to predicting reading and mathematics, beyond what is attributed to verbal IQ and initial scores related to WM; and (b) poor readers and skilled readers were more likely to change and maintain their WM score gained under the dynamic testing conditions than children with reading disabilities or children with a combination of math/reading disabilities. Implications for a valid classification of reading disabilities are discussed.

Working Memory, Short-Term Memory, and Reading Disabilities

2009 ◽  
Vol 42 (3) ◽  
pp. 260-287 ◽  
Author(s):  
H. Lee Swanson ◽  
Xinhua Zheng ◽  
Olga Jerman
Keyword(s):  
Working Memory ◽  
Reading Disabilities ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory
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