2008/01/01 by Maria Larsson, Maria E. H. Larsson, Annika Dahlgren Sandberg +1
Neuroscience · Psychology · #Language Development and Disorders #Neurobiology of Language and Bilingualism #Reading and Literacy Development
paper · doi:10.1080/07434610801897239
openalex publication_date 2008/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Phonological memory is central to language and reading and writing skills. Many children with complex communication needs (CCN) experience problems with reading and writing acquisition. The reason could be because of the absence of articulatory ability, which might have a negative affect on phonological memory. Phonological and visuo-spatial short-term memory and working memory were tested in 15 children with CCN, aged 5 - 12 years, and compared to children with natural speech matched for gender, and mental and linguistic age. Results indicated weaker phonological STM and visuo-spatial STM and WM in children with CCN. The lack of articulatory ability could be assumed to affect subvocal rehearsal and, therefore, phonological memory which, in turn, may affect reading and writing acquisition. Weak visuo-spatial memory could also complicate the use of Bliss symbols and other types of augmentative and alternative communication.