We need new approaches for reducing the academic failure rate of children with learning disabilities that causes many to drop out of school. The long-term effects of dropping out of school include poor employment opportunities linked to poor health outcomes (Egerter et al., 2009) and lower life expectancy (Begier, Li, & Meduro, 2013). We propose that new instructional approaches based on a child's working memory profile can improve learning. Working memory encompasses an individual's ability to process and store incoming information over short periods. It is a powerful predictor of learning (Alloway, 2009; Maehler & Schuchardt, 2016). We think that by knowing a child's working memory profile, interventions and instructional approaches can be tailored to take advantage of working memory strengths and weaknesses. This approach aligns with new initiatives promoting precision medicine whereby basic science, diagnostic testing, and evidence-based knowledge are used to individualize treatment (Porche, 2015). The success of this precision approach rests on (a) our ability to comprehensively assess working memory in children, (b) a clear understanding of how working memory develops over time in children with and without learning disabilities, and (c) how working memory and other cognitive abilities, such and oral language and intelligence, interact over the course of development. These goals and the steps to achieve them are the focus of our project. In our initial R01 we developed and tested a new, comprehensive, computer-administered working memory battery for children with second graders from three states. In this renewal project we will utilize an accelerated longitudinal design to follow children with typical development (TD), dyslexia, and comorbid dyslexia and developmental language disorder (DLD) from kindergarten through 6th grade. Our project will shift current research and clinical practice paradigms by providing (a) new, empirically tested longitudinal models of working memory in children; (b) new information about the initial status and growth trajectory of working memory from kindergarten through 6th grade; (c) new information about the longitudinal relations among working memory, cognitive abilities, and academic performance over time, and (d) norms for the Comprehensive Assessment Battery for Children ? Working Memory so that results can be used by researchers, educators, and clinicians to tailor interventions and instruction. This will be the first comprehensive, longitudinal study of working memory in children in the U.S.
We need new approaches for reducing the academic failure rate of children with learning disabilities that is tied to higher school dropout rates, poor employment opportunities, and poor health outcomes. We propose that new instructional approaches based on a child's working memory profile can improve learning. This project will provide (a) new, empirically tested longitudinal models of working memory in children; (b) new information about the initial status and growth trajectory of working memory growth from kindergarten through 6th grade in children with typical development, dyslexia, and comorbid developmental language disorder/dyslexia; (c) new information about the longitudinal relations among working memory, cognitive abilities, and academic performance over time, and (d) norms for the Comprehensive Assessment Battery for Children ? Working Memory so that it can be used by researchers, educators, and clinicians.
| Baron, Lauren S; Hogan, Tiffany P; Alt, Mary et al. (2018) Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning. J Speech Lang Hear Res 61:2002-2014 |
| Arizmendi, Genesis D; Alt, Mary; Gray, Shelley et al. (2018) Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks. Lang Speech Hear Serv Sch 49:356-378 |
| Farquharson, Kelly; Hogan, Tiffany P; Bernthal, John E (2018) Working memory in school-age children with and without a persistent speech sound disorder. Int J Speech Lang Pathol 20:422-433 |
| Cabbage, Kathryn; Brinkley, Shara; Gray, Shelley et al. (2017) Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM). J Vis Exp : |
| Alt, Mary; Hogan, Tiffany; Green, Samuel et al. (2017) Word Learning Deficits in Children With Dyslexia. J Speech Lang Hear Res 60:1012-1028 |
| Cowan, Nelson; Hogan, Tiffany P; Alt, Mary et al. (2017) Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities. Dyslexia 23:209-233 |
| Gray, Shelley; Green, Samuel; Alt, Mary et al. (2017) The Structure of Working Memory in Young Children and Its Relation to Intelligence. J Mem Lang 92:183-201 |
| Green, Samuel B; Yang, Yanyun; Alt, Mary et al. (2016) Use of internal consistency coefficients for estimating reliability of experimental task scores. Psychon Bull Rev 23:750-63 |
| Hogan, Tiffany P; Adlof, Suzanne M; Alonzo, Crystle N (2014) On the importance of listening comprehension. Int J Speech Lang Pathol 16:199-207 |
