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ERIC Number: EJ877697
Record Type: Journal
Publication Date: 2010-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0964-2633
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A