Phonological working memory and central executive function differ in children with typical development and dyslexia.

ABSTRACT: The primary purpose of this study was to compare the working memory performance of monolingual English-speaking second^- grade children with dyslexia (N = 82) to second-grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between-group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comp

SUBMITTER: Alt M 

PROVIDER: S-EPMC8844040 | biostudies-literature | 2022 Feb

REPOSITORIES: biostudies-literature