Aristotle University of Thessaloniki, Thessaloniki, Greece.
University of Cambridge, Cambridge, UK.
Dyslexia. 2021 Aug;27(3):312-324. doi: 10.1002/dys.1671. Epub 2020 Nov 17.
This study investigated working memory skills in a small group of 13 nine-year-old Greek children facing reading difficulties and a group of 14 age matched typical Greek readers. The children were assessed on working memory tasks measuring separately the four components of the working memory model of Baddeley and Hitch (1974) as revised by Baddeley (2000): the phonological loop, visuo-spatial sketchpad, episodic buffer and central executive. Both groups completed tests of accuracy of reading, speed of reading and text understanding. The children with reading difficulties performed significantly more poorly than typical readers on all aspects of working memory apart from visual-spatial short-term memory. These results indicate a similar verbal working memory impairment in Greek children with reading difficulties as in their English peers, despite the fact that they are learning to read a language with a transparent rather than an opaque orthography.
本研究调查了一小群面临阅读困难的 13 名 9 岁希腊儿童和一组 14 名年龄匹配的典型希腊读者的工作记忆技能。研究人员对儿童进行了工作记忆任务的评估，这些任务分别测量了巴德利和希奇（1974 年）工作记忆模型的四个组成部分，即语音回路、视空间画板、情景缓冲区和中央执行器（Baddeley，2000）：语音回路、视空间画板、情景缓冲区和中央执行器。两组儿童都完成了阅读准确性、阅读速度和文本理解的测试。阅读困难的儿童在工作记忆的所有方面表现都明显差于典型读者，除了视觉空间短期记忆。这些结果表明，尽管希腊儿童学习的是一种透明而不是不透明的正字法的语言，但他们的阅读困难与英语儿童的阅读困难有类似的语言工作记忆障碍。
