LANGUAGE AS A MODERATOR OF MEMORY-RELATED PROCESSES IN CHILDREN WITH DEVELOPMENTAL DYSLEXIA
Journal Title: Acta Neuropsychologica - Year 2012, Vol 10, Issue 2
Abstract
[b]Background:[/b] It has often been suggested that language functions may affect memory performance, partly explaining why children with developmental dyslexia often present with memory deficits on psychological testing. The goal of this study was to determine whether or not language functions differentially moderate memory performance in developmental dyslexia.[b]Material/Methods:[/b] The experimental group consisted of 30 children diagnosed with dyslexia and dysgraphia. The control group consisted of 30 pupils with no deficits diagnosed, matched to the clinical group for age and IQ. In order to analyse linguistic functioning, we used the Controlled Oral Word Association Test (COWAT), the Phonological-Semantic Interference Test, and the Token Test – 36. The Logical Memory, Word List, and Spatial Span subtests from Wechsler Memory Scale (WMS) III and the Rey-Osterrieth Complex Figure were used to analyze memory functions.[b]Results:[/b] Regression analysis revealed that language moderated memory in both groups. However, the impact of language on memory was particularly strong in the dyslexic children, especially in verbal tasks based on phonological aspects of language. For children with isolated dyslexia, no association was found between language and visuo-spatial functioning.[b]Conclusions:[/b] Our study shows that language differentially moderates specific memory domains in developmental dyslexia. However, visuo-spatial problems in children dyslexia do not seem to be related to dyslexia-associated language impairment.
Authors and Affiliations
Małgorzata Lipowska, Urszula Sajewicz-Radtke
Keywords
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