ERIC Number: EJ877697
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: 61
Working Memory and Educational Achievement in Children with Intellectual Disabilities
Henry, L.; Winfield, J.
Journal of Intellectual Disability Research, v54 n4 p354-365 Apr 2010
Background: There is little previous research examining whether measures of working memory are related to educational achievement in children with intellectual disabilities (ID). Methods: A battery of working memory and achievement measures was administered to 11- to 12-year-old children with ID; younger typically developing children of comparable mental age were also assessed. Results: The working memory measures that assessed phonological short-term memory (PSTM) accounted for the most variance in reading and spelling in children with ID, whereas the working memory measures that assessed central executive-loaded working memory (CELWM) accounted for the most variance in number skills. These relationships were broadly similar among typically developing children. Conclusions: Compensatory strategies for weak PSTM may help to improve reading and spelling skills in children with ID, whereas reducing CELWM loads may be more helpful in aiding their number skills.
Descriptors: Mental Age, Spelling, Mental Retardation, Academic Achievement, Short Term Memory, Children, Reading Skills
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A