Swanson H Lee, Jerman Olga
Department of Educational Psychology, University of California, Riverside, Riverside, CA 92521, USA.
J Exp Child Psychol. 2007 Apr;96(4):249-83. doi: 10.1016/j.jecp.2006.12.004.
This 3-year longitudinal study determined whether (a) subgroups of children with reading disabilities (RD) (children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) and skilled readers varied in working memory (WM) and short-term memory (STM) growth and (b) whether growth in an executive system and/or a phonological storage system mediated growth in reading performance. A battery of memory and reading measures was administered to 84 children (11-17 years of age) across three testing waves spaced 1 year apart. The results showed that skilled readers yielded higher WM growth estimates than did the RD groups. No significant differentiation among subgroups of children with RD on growth measures emerged. Hierarchical linear modeling showed that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency. The results support the notion that deficient growth in the executive component of WM underlies RD.
（a）阅读障碍（RD）儿童的亚组（仅患有阅读障碍的儿童、同时患有阅读和算术缺陷的儿童以及低语言智商的阅读者）与熟练阅读者在工作记忆（WM）和短期记忆（STM）增长方面是否存在差异；以及（b）执行系统和/或语音存储系统的增长是否介导了阅读成绩的增长。在间隔为一年的三个测试阶段，对84名儿童（11至17岁）进行了一系列记忆和阅读测试。结果表明，熟练阅读者的WM增长估计值高于RD组。在增长指标上，患有RD的儿童亚组之间未出现显著差异。分层线性模型显示，与阅读理解和阅读流畅性增长相关的是WM（控制性注意力），而非STM（语音回路）。这些结果支持了以下观点：WM执行成分的增长不足是RD的基础。
