Problem Solving and Working Memory Updating Difficulties in a Group of Poor Comprehenders

Abstract

Problem-solving abilities, text comprehension, and working memory updating were investigated in 25 8–year-old children with a specific difficulty at comprehending written texts (i.e., poor comprehenders) and 25 control children matched for gender, age, schooling, and reading decoding ability. Poor comprehenders revealed to be less competent not only in the tasks that required a good text comprehension but also in problem-solving and updating tasks. Results are discussed in terms of their implications for educational settings.