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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne... In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018) BASE Show details 2 Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties ... Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne. - : Routledge, Taylor & Francis Group, 2018 BASE Show details 3 What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus In: Reading and writing 27 (2014) 2, S. 267-286 (2014) Abstract: The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed.(DIPF/Orig.) Keyword: Arbeitsgedächtnis; Child; ddc:370; Education; Erziehung; Intelligence test; Intelligenztest; Kind; Kognitive Prozesse; Lesestörung; Lesetest; Pädagogische Psychologie; Phonologie; Raumvorstellung; Reading tests; School year 03; School year 04; School year 05; Schul- und Bildungswesen; Schuljahr 03; Schuljahr 04; Schuljahr 05; Visuelle Wahrnehmung URL: https://www.pedocs.de/volltexte/2019/17847/ http://nbn-resolving.de/urn:nbn:de:0111-pedocs-178478 https://www.pedocs.de/volltexte/2019/17847/pdf/Fischbach_etal_2014_children_with_literacy_disorders_A.pdf BASE Hide details 4 What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study ... Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.. - : Springer Science+Business Media, 2014 BASE Show details

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