Memory functioning in children with reading disabilities and/or attention deficit/hyperactivity disorder: a clinical investigation of their working memory and long-term memory functioning.

Authors

Michelle Y. Kibby, Southern Illinois University Carbondale
Morris J. Cohen, The Medical College of Georgia

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Child Neuropsychology, Vol. 14, No. 6 (November 2008) available online: http://www.tandfonline.com/10.1080/09297040701821752

Abstract

We examined memory functioning in children with reading disabilities (RD), Attention deficit/hyperactivity disorder (ADHD), and RD/ADHD using a clinic sample with a clinical instrument: the Children's Memory Scale, enhancing its generalizability. Participants included 23 children with RD, 30 with ADHD, 30 with RD/ADHD, and 30 controls. Children with RD presented with reduced verbal short-term memory (STM) but intact visual STM, central executive (CE), and long-term memory (LTM) functioning. Their deficit in STM appeared specific to tasks requiring phonetic coding of material. Children with ADHD displayed intact CE and LTM functioning but reduced visual-spatial STM, especially when off stimulant medication. Children with RD/ADHD had deficits consistent with both disorders.

Recommended Citation

Kibby, Michelle Y. and Cohen, Morris J. "Memory functioning in children with reading disabilities and/or attention deficit/hyperactivity disorder: a clinical investigation of their working memory and long-term memory functioning.." Child Neuropsychology 14, No. 6 (Nov 2008): 525–546. doi:10.1080/09297040701821752.