Predicting Working Memory (Visual-Spatial) Based on Selective Attention and Phonological Awareness in 8-12 Year Old Male Students with Dyslexia in 5th Discrete of Tehran, Iran

Document Type : Original Articles

Authors
Marjan Sadat Momeni 1
Majid Zargham-Hajebi 2
Nader Monirpoor 3
1 PhD Student, Department of Psychology, Islamic Azad University, Qom Branch, Qom, Iran
2 Assistant Professor, Department of Psychology, Islamic Azad University, Qom Branch, Qom, Iran
3 Associate Professor, Department of Psychology, Islamic Azad University, Qom Branch, Qom, Iran
10.22122/jrrs.v16i0.3630
Abstract
Introduction: Working memory (WM) is a limited-capacity processing resource, which includes storing information when processing information. However, children with dyslexia have difficulty remembering this limited amount. Therefore, the purpose of this study is to predict WM based on selective attention and phonological awareness of elementary school children with dyslexia.Materials and Methods: This study was a correlational study in which the samples consisted of 203 male students aged 8-12 years studying at schools in the fifth district of Tehran Metropolitan, Iran, who were selected using multi-stage random sampling method. Dyslexia checklist, Andre Rey's Spatial Visual Memory Test, Stroop test, and Phonological Awareness Survey were applied to collect information. In addition to descriptive statistical methods, simultaneous multiple regression analysis method was used.Results: The results showed that 36.5% of the variance of WM in the selective attention test can be explained, with the highest mean related to the cognitive control level. Moreover, 35.5% of the variance of visual WM can be explained in the phonological awareness test, with the highest average associated with the final phoneme removal. Conclusion: Selective attention and phonological awareness seem to play a significant role in predicting visual-spatial WM in boys with dyslexia.

Keywords

  1. Black DW, Grant JE. DSM-5® guidebook: The essential companion to the diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA, US: American Psychiatric Publishing, Inc.; 2014.
  2. Moll K, Landerl K, Snowling MJ, Schulte-Korne G. Understanding comorbidity of learning disorders: Task-dependent estimates of prevalence. J Child Psychol Psychiatry 2019; 60(3): 286-94.
  3. Bilbao C, Pinero DP. Clinical characterization of oculomotricity in children with and without specific learning disorders. Brain Sci 2020; 10(11).
  4. Martinez-Briones BJ, Fernandez-Harmony T, Garofalo Gomez N, Biscay-Lirio RJ, Bosch-Bayard J. Working memory in children with learning disorders: An EEG power spectrum analysis. Brain Sci 2020; 10: 817.
  5. Chen H, Liu C, Wu Z, He Y, Wang Z, Zhang H, et al. TimeTailoring van der Waals heterostructures for human memory system programming. Adv Sci 2019; 6(20): 1901072.
  6. Despouy E, Curot J, Deudon M, Gardy L, Denuelle M, Sol JC, et al. A Fast visual recognition memory system in humans identified using intracerebral ERP. Cereb Cortex 2020; 30(5): 2961-71.
  7. Rueda MR, Checa P, C+¦mbita LM. Enhanced efficiency of the executive attention network after training in preschool children: Immediate changes and effects after two months. Dev Cogn Neurosci 2012; 2: S192-S204.
  8. Aminihajibashi S, Hagen T, Foldal MD, Laeng B, Espeseth T. Individual differences in resting-state pupil size: Evidence for association between working memory capacity and pupil size variability. Int J Psychophysiol 2019; 140: 1-7.
  9. Tambyraja SR, Farquharson K, Justice L. Reading risk in children with speech sound disorder: prevalence, persistence, and predictors. J Speech Lang Hear Res 2020; 63(11): 3714-26.
  10. Vojoudi K, Akhavan Tafti M, Khademi Ashkzari M. The effectiveness of educational package based on visual-spatial processing in reading performance of dyslexic students. Avicenna J Neuro Psycho Physio 2017; 4(3): 79-86.
  11. Colenbrander D, Kohnen S, Smith-Lock K, Nickels L. Individual differences in the vocabulary skills of children with poor reading comprehension. Learn Individ Differ 2016; 50: 210-20.
  12. Rodriguez-Izquierdo RM, Falcon IG, Permisan CG. Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students. Teach Teach Educ 2020; 90: 103035.
  13. Wallace LE. Addressing the needs of infants and toddlers exposed to maltreatment: Examining the impact of an integrated early head start & children and youth services program [PhD Thesis]. Bethlehem, PA: Lehigh University; 2020.
  14. Rezaeian M, Akbari M, Shirpoor AH, Moghadasi Z, Chitsaz zadeh N, Nikdel Z, et al. Anxiety, social phobia, depression, and suicide among people who stutter; a review study. J Occu Health Epidemiol 2020; 9(2): 98-109.
  15. Meinzer MC, Oddo LE, Garner AM, Chronis-Tuscano A. Helping college students with attention-deficit/hyperactivity disorder SUCCEED: A comprehensive care model. null 2021; 6(1): 11-27.
  16. Vega YH, Smith A, Cockerill H, Tang S, Agirre-Arrizubieta Z, Goyal S, et al. Risk factors for reading disability in families with rolandic epilepsy. Epilepsy Behav 2015; 53: 174-9.
  17. Ramirez G, Fries L, Gunderson E, Schaeffer MW, Maloney EA, Beilock SL, et al. Reading anxiety: An early affective impediment to childrençös success in reading. J Cogn Dev 2019; 20(1): 15-34.
  18. Sima-Shirazi T, Nili-Pour R. Developing and standardization of a diagnostic reading test. J Rehab 2004; 5(1):
  19. -11. [In Persian].
  20. Alizadeh H, Hosseinzadeh P, Goodarzi A, Zarafshan H. Comparison of drawing pattern, organizational ability, and visuospatial memory in children with and without attention deficit hyperactivity disorder. Research in Cognitive and Behavioral Sciences 2013; 3(1): 1-10. [In Persian].
  21. Jalalian Chaleshtory M, Zarifian T, Dastjerdi Kazemi M, Mooludi R. Developing Picture-Phoneme Deletion Tests and study of their validity and reliability in Persian speaking children in first to third grade. Journal of Exceptional Children 2017; 17(1): 65-82. [In Persian].
  22. Ghadiri F, Jazayeri A, Ashaeri H, Ghazi Tabatabaei M. Deficit in executive functioning in patients with Schizo-obsessive disorder. Adv Cogn Sci 2006; 8(3): 11-24. [In Persian].
  23. Njoroge S. The role of high school education in curbing teenage pregnancy in Kiambaa Sub-county, Kiambu County, Kenya [Thesis]. Nairobi, Kenya: University of Nairobi; 2019.
  24. Rumjaun A, Narod F. Social Learning TheoryAlbert Bandura. In: Akpan B, Kennedy TJ, editors. Science education in theory and practice: An introductory guide to learning theory. Cham, Switzerland: Springer International Publishing; 2020. p. 85-99.
  25. Shi X, Xing F, Xie Y, Zhang Z, Cui L, Yang L. Loss-Based attention for deep multiple instance learning. AAAI 2020; 34(04): 5742-9.
  26. Wang Z, Yan X, Liu Y, Spray GJ, Deng Y, Cao F. Structural and functional abnormality of the putamen in children with developmental dyslexia. Neuropsychologia 2019; 130: 26-37.
  27. Mordaunt OG. Bidialectalism in the classroom: The case of African-American English. Lang Cult Curric 2011; 24(1): 77-87.
  28. Morton RJ. Phonological awareness and reading ability in children [Research Papers. Paper 94]. Carbondale, IL: Southern Illinois University Carbondale; 2011.
  29. Yaghoobi A, Naderipour H, Yarmohamadi Vasel M, Mohagheghi H. The explaining of psychological well-being based on mindfulness, need for cognition and psychological capital in the students. Educational Psychology 2019; 15(52): 217-37. [In Persian].
  30. Nelson JM, Lindstrom W, Foels PA. Test anxiety and college students with attention deficit hyperactivity disorder. J Psychoeduc Assess 2014; 32(6): 548-57.
  31. Pape-Neumann J, Ermingen-Marbach M, Grande M, Willmes K, Heim S. The role of phonological awareness in treatments of dyslexic primary school children. Acta Neurobiol Exp (Wars) 2015; 75(1): 80-106.
  32. Boets B. Dyslexia: Reconciling controversies within an integrative developmental perspective. Trends Cogn Sci 2014; 18(10): 501-3.

Article View 43,106
PDF Download 34,879