Abstract
The aim of the present study was to analyze the working memory functioning (Baddeley, 1986) in children with different learning disabilities. To this end, a broad batterey of working memory measures was used to assess phonological, viusal-spatial, and central executive functioning in children with specific disorders of arithmetical skills (dyscalculia), specific reading disorders (dyslexia), mixed disorders of scholastic skills, and intellectual disabilities. Dimensional as well as structural statistical analyses confirmed the view that the assumption of a tri-partite working memory structure is appropriate for both children with and without learning disabilities. The direct comparison of different learning disabilities provides broad support for distinct patterns of working memory deficits. Children with dyscalculia show deficits in visual-spatial memory; childtren with dyslexia show dificits in phonological functioning; children with mixed disorders of scholastic skills and intellectual disabilities show an overal deficit in working memory. Furthermore, there were no differences between children with mixed disorders of scholastic skills and children with intellectual disabilities.
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