Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia

Aydın Kizilaslan,Muhammed Tunagür

doi:10.24106/kefdergi.741028

Abstract

Dyslexia is defined as difficulties determining speech sounds and learning the relationships of speech sounds with letters and words. Children with learning disabilities may experience problems in attention, memory, perception, motor processing, information processing speed, planning and problem-solving skills. Although lack of phonological processing is considered one of the leading causes of dyslexia, the level of influence of other underlying factors such as cognitive deficits on reading gain is still unclear. Numerous studies have shown that dyslexia is associated with poor working memory, a critical component of reading skill acquisition because the temporary processing of newly introduced and previously stored information involves critical thinking, use of cognitive executive skills, comprehension, and learning tasks. Working memory is often used synonymously with short-term memory, but some theorists consider their functions distinct in that working memory allows for the manipulation of the information temporarily stored in short-term memory. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while temporary. This study discussed the effects of working memory on reading, reading comprehension, and high-level language skills.

Highlights

A learning disability is defined as a specific difficulty in mastering the primary language, mathematical, or other skills unrelated to intelligence (Bajre & Khan, 2019), usually diagnosed when a child begins schooling
The most common learning disability, dyslexia or specific reading difficulty, negatively affects the academic life of learners (Cortiella & Horowitz, 2014) as they experience problems at the level of phonological awareness that interferes with reading comprehension and fluency and completion of reading tasks (Fletcher et al, 2019). 20% of dyslexic individuals have attention deficits and weakness in motor skills, and 50% have deficits in visual focusing
This study aims to contribute to research on and practice in preparing effective curricula, developing effective teaching strategies, and providing appropriate educational environments for children with dyslexia

Summary

942 INTRODUCTION

A learning disability is defined as a specific difficulty in mastering the primary language, mathematical, or other skills unrelated to intelligence (Bajre & Khan, 2019), usually diagnosed when a child begins schooling. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while in temporary storage (Baddeley, 2006). Working memory is a critical component of the learning process as it undertakes essential tasks related to the retention and processing of information to be transferred to long-term memory and its integration with previously stored information. To help execute tasks that require attention and focus, subsystems in working memory store and process auditory, verbal, and visual information. Strategic use of limited working memory capacity and reprocessing of information that is consciously or unconsciously recalled from long-term memory are other essential functions of the central executive. The short-term storage capacity of the phonological working memory is increased, and the cognitive load is reduced. Examples of phonological working memory impairment are as follows (Smith-Spark & Fisk, 2007): 1. Inability to store phonemes for word blending

Inability to keep words long enough for comprehension to take place

RESULTS

950 REFERENCES