Transcript No remediation

Behavioural Science Institute
Reading disabilities, remediation, and
the role of memory skills
Anna M. T. Bosman
Marion IJntema-de Kok
Tom Braams
Fred Hasselman
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Role of working memory in dyslexia
- Many studies have shown deficits in various subsystems of working
memory to be a defining feature of dyslexia (see for instance: Gathercole & Pickering,
2001; McLoughlin, Fitzgibbon & Young, 1994; Smith-Spark, Fisk, Fawcett, & Nicolson, 2003)
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Role of working memory in dyslexia
Working memory
Visuospatial
sketchpad
Central
executive
Phonological
loop
Long term memory
Baddeley (1997)
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Role of working memory in dyslexia
- Many studies have shown deficits in various subsystems of working
memory to be a defining feature of dyslexia (see for instance: Gathercole &
Pickering, 2000; McLoughlin, Fitzgibbon & Young, 1994; Smith-Spark, Fisk, Fawcett, & Nicolson, 2003)
- Disagreement on which subprocesses are impaired, but agreement on
a Central executive / Attentional deficit.
- What are the implications of such deficits for remediation?
- What about Long term Memory?
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
The Present Study
- 142 children from grade one participated in the study.
- 76 children were lagging behind in reading development (standard screening)
(Wentink & Verhoeven, 2001)
- 66 children without reading problems participated
- Children with reading problems and entered a remediation program
(Gijsel & Bosman, 2005)
- Post-test 6 months after pre-test
- After the post-test the children were divided into 3 groups:
No remediation, no problems with reading (n=66)
Remediation successful, problems with reading no longer present (n=44)
Remediation unsuccessful, problems with reading pesist (n=32)
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
The Present Study
Phonological loop
- Digit Recall (Pickering & Gathercole, 2001)
839251
Central executive
- Backward Digit Recall (Pickering & Gathercole, 2001)
839251
Visuo-spatial sketchpad
Correct Answer: 839251
Correct Answer: 152938
- Block Recall (Pickering & Gathercole, 2001)
Recall sequences of blocks tapped
Long Term Memory
- 12 Words Test (Kalverboer & Deelman, 1964)
6 wordpairs are read 5 times, after each time a child is asked to recall the
words. 30 minutes later, the child is again asked to recall the words.
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Results: Working Memory
-Phonological loop:
No remediation vs. Remediation unsuccessful, sig. diff. (p < .01)
Remediation successful vs. Remediation unsuccessful, sig. diff. (p < .01)
-Central Executive:
No remediation vs. Remediation unsuccessful, sig. diff. (p < .01)
No remediation vs. Remediation successful, sig. diff. (p < .01)
-Visuo spatial sketchpad:
No significant differences
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Results: Long term Memory
- Long term Memory build-up:
Significant Linear and Quadratic trends
When comparing M5 to Capacity measurement (30 minutes later) the amount
of ‘forgetting’ is the same for all groups
- Long term Memory capacity:
No remediation vs. Unsuccessful, sig. diff. (p < .01)
Remediation successful vs. Remediation unsuccessful, sig. diff. (p < .05)
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Conclusions
- Working memory plays a role in the ability to benefit from remediation:
- Impaired phonological loop is related to unsuccessful remediation
- If the central executive is impaired, remediation can still be successful
- The visuo- spatial sketchpad plays no role in this study
- Long term memory also plays a role in the ability to benefit from remediation:
- Differences in build-up and capacity: larger build-up and larger capacity
means better chance on successful remediation
SSSR 2005
Reading disabilities, remediation,
and the role of memory skills
Questions
- Poor correlations between pre and post-test measurements (6 month interval)
of memory skills:
Digit recall, r = .68
Backward digit recall, r = .47
Block recall, r = .20
G&P: r = .81 (2 week interval)
G&P: r = .53 (2 week interval)
G&P: r = .63 (2 week interval)
- Despite the poor correlations between repeated measures, the effects on
remediation are similar for both measurements
- In a follow-up study of 342 children, we conducted a factor analysis on the
measures of memory skills. Two factors were extracted: The subcomponents of
working memory all collapsed onto one factor we dubbed Short term memory,
the other factor was Long term memory. Evidence for the General Capacity
Model (i.e. Cantor & Engle, 1993)?