Developmental dyslexia and explicit long‐term memory

Deny Menghini · Giovanni Augusto Carlesimo · Luigi Marotta · Alessandra Finzi · Stefano Vicari

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

The reduced verbal long-term memory capacities often reported in dyslexics are generally interpreted as a consequence of their deficit in phonological coding.The present study was aimed at evaluating whether the learning deficit exhibited by dyslexics was restricted only to the verbal component of the long-term memory abilities or also involved visual-object and visual-spatial domain. A further goal of the present study was to investigate the predictive value of non-verbal long-term memory abilities with respect to word and non-word reading in dyslexic children.In accordance with these aims, performances of 60 dyslexic children were compared with that of 65 age-matched normal readers on verbal, visual-spatial and visual-object task.Results documented a generalized impairment of episodic long-term memory capacities in dyslexic children and the results did not vary as a function of children's age.Furthermore, in addition to verbal measures, also individual differences in non-verbal long-term memory tasks turn out to be good predictors of reading difficulties in dyslexics.Our findings indicate that the long-term memory deficit in dyslexia is not limited to the dysfunction of phonological components but also involves visual-object and visual-spatial aspect, thus suggesting that dyslexia is associated to multiple cognitive deficits.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2022Diagnostic and Statistical Manual of Mental Disorders 1998Preventing Reading Difficulties in Young Children 1983Categorizing sounds and learning to read—a causal connection 2004Specific reading disability (dyslexia): what have we learned in the past four decades?1980Auditory temporal perception, phonics, and reading disabilities in children 1997To see but not to read; the magnocellular theory of dyslexia 2001Dyslexia: Cultural Diversity and Biological Unity

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2021Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review.2019Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases 2016The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?2013Enhanced Recognition Memory after Incidental Encoding in Children with Developmental Dyslexia 2020Neurosciences cognitives développementales

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