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How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing...

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Autores principales: Knoop‐van Campen, Carolien A. N., Segers, Eliane, Verhoeven, Ludo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6175128/
https://www.ncbi.nlm.nih.gov/pubmed/29577521
http://dx.doi.org/10.1002/dys.1583
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author Knoop‐van Campen, Carolien A. N.
Segers, Eliane
Verhoeven, Ludo
author_facet Knoop‐van Campen, Carolien A. N.
Segers, Eliane
Verhoeven, Ludo
author_sort Knoop‐van Campen, Carolien A. N.
collection PubMed
description This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia.
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spelling pubmed-61751282018-10-15 How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia Knoop‐van Campen, Carolien A. N. Segers, Eliane Verhoeven, Ludo Dyslexia Research Articles This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. John Wiley and Sons Inc. 2018-03-25 2018-05 /pmc/articles/PMC6175128/ /pubmed/29577521 http://dx.doi.org/10.1002/dys.1583 Text en © 2018 The Authors Dyslexia Published by John Wiley & Sons Ltd This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
spellingShingle Research Articles
Knoop‐van Campen, Carolien A. N.
Segers, Eliane
Verhoeven, Ludo
How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
title How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
title_full How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
title_fullStr How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
title_full_unstemmed How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
title_short How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
title_sort how phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia
topic Research Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6175128/
https://www.ncbi.nlm.nih.gov/pubmed/29577521
http://dx.doi.org/10.1002/dys.1583
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