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2020, Number 2

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Revista del Hospital Psiquiátrico de La Habana 2020; 17 (2)

Memoria de trabajo verbal y visoespacial en niños con trastornos específicos del aprendizaje de la lectura

Alcívar RB, Solórzano MYD, Muñoz AE, Intriago APM, Franco SLV, Salazar GYI

Language: Spanish
References: 35
Page:
PDF size: 276.63 Kb.


ABSTRACT

Introduction: Reading learning disorders is probably one of the underlying aspects of the disorder, and is related to failures in the storage capacity of verbal and visuospatial working memory.
Objective: Characterize the storage capacity of working memory in children with reading learning disorders.
Methods: A descriptive study was carried out in a population of 58 primary school students, organized in a study group (29 children with reading learning disorders), and a control group (29 skilled reader children), matched according to age, sex, schooling and school of origin. Rey-Osterrieth Complex Figure Test, Boston Parietal Battery, Digital Repetition Task in Direct Order and Rey’s Memory Test were used. Descriptive and comparative statistical analysis was carried out with Student t test.
Results: The specific reading learning disorder found in the children who made up the experimental group showed different levels of severity and depth: in the 82,8% of case it was mild, and in the 17,2% of them it was moderated. Children with reading learning difficulties and the skilled readers had statistically significant differences in carrying out the tests.
Conclusions: Children with reading learning disorder showed a lower capacity for storing and retaining information in the verbal and visuospatial components of working memory than skilled reader children. In these children, the processing capacity of the verbal component is higher than the capacity of the visuospatial component.


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