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

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.

Keywords:

• Dyslexia
• Reading disorders
• ADHD
• Working memory
• Memory
• Children
• Stimulant medication

This study was supported in part by a grant (1 R03 HD048752-01) awarded to the first author (MYK) from the National Institute of Child Health and Human Development (NICHD), National Institutes of Health. Portions of this data were presented at the annual meeting of the International Neuropsychological Society, February 2006 conference.

Notes

Burgess, G. C. (2006). Relationships among fluid intelligence, working memory, executive attention, and academic success: Understanding their common neural mechanisms. Dissertation Abstracts International: Section B: The Sciences and Engineering.