Does memory play a part in the quality of the written product? The impact of the working memory system and other cognitive processes in writing performance in students with dyslexia

Abstract

This research study set out to describe the impact of the working memory system and other cognitive processes related to dyslexia difficulties in writing performance in students with dyslexia. Twenty dyslexic and twenty non-dyslexic students have participated in this study. The Working Memory Test Battery for Children (WMTB-C) and the Test of Written Language (TOWL-3) were administered to the subjects. Hierarchical regression analysis showed that the central executive component of the WM system significantly predicted higher-order writing skills (structural level) and that the phonological loop predicted vocabulary in text generation for students with dyslexia, whereas the visuo-spatial sketchpad did not influence written production for students with dyslexia. The texts produced by students with dyslexia were poorer than the controls on both sentence and structural levels. The analysis suggested the interdependence of a variety of cognitive processes in influencing written productivity in students with dyslexia. More importantly, this study has underlined the unique contribution of vocabulary knowledge on both sentence and structural levels; it was found to be the variable mediating the links between central executive (WM) and text generation in students with dyslexia. Finally, the analysis yielded that there was no interactive effect between central executive (WM) and dyslexia-related difficulties in writing performance of students with dyslexia. In the light of the findings implications for practice are considered and recommendations of future research are discussed.

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