Oral Language Deficits in Dyslexic Children: Weaknesses in Working Memory and Verbal Planning

2002 ◽  
Vol 48 (2-3) ◽  
pp. 505-512 ◽  
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Language Deficits

scholarly journals Desenvolvimento da Linguagem Oral e da Memória de Trabalho em Indivíduos com Síndrome de Down por meio da Recontagem de Histórias / Development of Oral Language and Working Memory in Individuals with Down's Syndrome by Recounting Histories

2019 ◽  
Vol 13 (46) ◽  
pp. 212-230
Author(s):  
Amanda Avelar Lima ◽  
Carla Salati Almeida Ghirello-Pires
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Down's Syndrome ◽  
Down’S Syndrome

O objetivo foi analisar o efeito da expansão da linguagem oral em indivíduos com Síndrome de Down, através da avaliação e intervenção da memória de trabalho, por meio da recontagem de histórias. Os participantes foram selecionados no Laboratório de Estudos e Pesquisa em Neurolinguística (LAPEN), localizado na Universidade Estadual da Bahia (UESB) em Vitória da Conquista - Bahia, sendo 4 indivíduos com Síndrome de Down com 8 anos (AR e SB) e 12 anos (CP e LR), sexo feminino. A pesquisa contou com três fases: a avaliação inicial da memória de trabalho; a estimulação da memória de trabalho e da linguagem, através da contagem e recontagem de histórias; e a avaliação final da memória de trabalho. Os resultados indicaram melhores desempenhos dos participantes na avaliação final da memória de trabalho em comparação à avaliação inicial. As evidencias apontaram que o processo interventivo, através das narrativas, favoreceu um melhor desempenho na memória de trabalho e na expansão linguística.

The Roles of Working Memory and Oral Language Abilities in Elicited Imitation Performance

2020 ◽  
Vol 104 (1) ◽  
pp. 133-151
Author(s):  
HAE IN PARK ◽  
MEGAN SOLON ◽  
CARLY HENDERSON ◽  
MARZIEH DEHGHAN–CHALESHTORI
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Elicited Imitation ◽  
Language Abilities

scholarly journals Oral language deficits in familial dyslexia: A meta-analysis and review.

2016 ◽  
Vol 142 (5) ◽  
pp. 498-545 ◽  
Author(s):  
Margaret J. Snowling ◽  
Monica Melby-Lervåg
Keyword(s):  
Oral Language ◽  
Meta Analysis ◽  
Language Deficits ◽  
Familial Dyslexia

scholarly journals Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Chin Yang Shapland ◽  
Ellen Verhoef ◽  
George Davey Smith ◽  
Simon E. Fisher ◽  
Brad Verhulst ◽  
...  
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Oral Language ◽  
Genetic Variance ◽  
Genetic Correlations ◽  
Structural Models ◽  
Covariance Structures ◽  
Language And Literacy ◽  
Genome Wide ◽  
Trait Covariance

AbstractSeveral abilities outside literacy proper are associated with reading and spelling, both phenotypically and genetically, though our knowledge of multivariate genomic covariance structures is incomplete. Here, we introduce structural models describing genetic and residual influences between traits to study multivariate links across measures of literacy, phonological awareness, oral language, and phonological working memory (PWM) in unrelated UK youth (8–13 years, N = 6453). We find that all phenotypes share a large proportion of underlying genetic variation, although especially oral language and PWM reveal substantial differences in their genetic variance composition with substantial trait-specific genetic influences. Multivariate genetic and residual trait covariance showed concordant patterns, except for marked differences between oral language and literacy/phonological awareness, where strong genetic links contrasted near-zero residual overlap. These findings suggest differences in etiological mechanisms, acting beyond a pleiotropic set of genetic variants, and implicate variation in trait modifiability even among phenotypes that have high genetic correlations.

scholarly journals Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children

2013 ◽  
Vol 23 (56) ◽  
pp. 329-338 ◽  
Author(s):  
Heloisa Helena Motta Bandini ◽  
Flavia Heloisa Santos ◽  
Deisy das Gracas de Souza
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Oral Language ◽  
Initial Phase ◽  
First Grade ◽  
Second Phase ◽  
Language Abilities ◽  
Lexical Knowledge ◽  
High Positive Correlation ◽  
Phonological Working Memory

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

scholarly journals The Multivariate Genome-wide Architecture of Interrelated Literacy, Language and Working Memory Skills Reveals Distinct Etiologies

2020 ◽  
Author(s):  
Chin Yang Shapland ◽  
Ellen Verhoef ◽  
George Davey Smith ◽  
Simon E. Fisher ◽  
Brad Verhulst ◽  
...  
Keyword(s):  
Working Memory ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
Equation Modeling ◽  
Genetic Trait ◽  
Genome Wide ◽  
Passage Reading

AbstractThere is genetic overlap between many measures of literacy, language and phonological working memory (PWM) though our knowledge of multivariate genetic architectures is incomplete. Here, we directly modeled genetic trait interrelationships in unrelated UK youth (8-13 years, N=6,453), as captured by genome-wide relationship matrices, using novel structural equation modeling techniques. We identified, besides shared genetic factors across different domains (explaining 91-97% genetic variance in literacy-related measures such as passage reading fluency, spelling, phonemic awareness, 44% in oral language and 53% in PWM), evidence for distinct cognitive abilities; trait-specific genetic influences ranged between 47% for PWM to 56% for oral language. Among reading fluency measures (non-word, word and passage reading), single-word reading was genetically most diverse. Multivariate genetic and residual covariance patterns showed concordant effect directionality, except for near-zero residual correlations between oral language and literacy-related abilities. These findings suggest differences in etiological mechanisms and trait modifiability even among genetically highly correlated skills.

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