Cross-cultural measurement invariance of a developmental assessment tool in a small-scale intervention study

Development tests are widely used in the scope of cross-cultural and comparative research to support intervention studies and health care projects concerning early childhood development. Therefore, it is crucial to use culturally sensitive assessment tools. A culturally adapted version of the German development test FREDI 0-3 (Maehler, Cartschau, & Rohleder, 2016) was used to assess a German (n = 405) and an Indian (n = 2075) sample of children between ten and thirty-two months. Measurement invariance indicates psychometric equivalence of a construct across groups and is a prerequisite for test applications in a cross-cultural setting. Confirmatory factor analyses for single cohorts per age group and multi-group measurement invariance analyses were used to examine the data equivalence of the test across groups. Weak measurement invariance could be established across both groups in all four age groups (10-14; 15-21; 22-26; 27-32 months) suggesting that the development factor was measured in the same way in both groups and accounted similarly for performance differences in the developmental subdomains for the German and the Indian sample. However, scalar and strict measurement invariance were violated in almost all group comparisons suggesting differences in scale difficulty and reliability across the German and the Indian sample. This suggests that a culture-sensitive adaptation process like it was carried out within this project is necessary but not sufficient in order to create a culturally comparable development test. It is essential to always carry out measurement invariance testing to determine the psychometric equivalence of the test and additionally reduce linguistic and cultural bias through an adaption process based on empirical proven methodological principles.

Teaching the Teachers About Language Support Strategies: Effects on Young Children's Language Development

The feeling thinking talking (FTT) intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from N = 28 kindergarten groups in N = 13 German kindergartens language support strategies (LSS) to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with N = 281 children (mean age = 49.82 months, range = 33-66 months at T1, mixed SES) who were individually tested using objective tests on grammar, vocabulary and working memory before (T1) and after the FTT intervention (T2), and in a follow-up about one year after T1 (T3). After propensity matching was applied, multilevel models demonstrated that the children taught by the intervention group teachers made faster progress in their understanding of sentences, their application of morphological rules, and their memory for sentences when numerous covariates (child age, gender, behavioral self-regulation, multilingual upbringing, and family SES) were controlled. Results suggest that complex language processing abilities in young children can be promoted by a teacher-led intervention in early childhood education. Improved language skills will further all children's academic and social success in school.

Training Working Memory of Children with and without Dyslexia

For the future school performance of a child in the fields of literacy and numeracy, the operational efficiency of working memory is a central predictor. Children affected by dyslexia exhibit specific deficits in the functions of working memory. A software application for elementary school-age children has been specifically developed for this study, attempting to improve the working memory's operational efficiency. Based on Baddeley's model of working memory (1986), the phonological loop, the visuo-spatial sketchpad, and the central executive were trained in 18 sessions over a period of six weeks. The group of test subjects undergoing this training was composed of third-graders, of which 43 were and 27 were not affected by dyslexia. The untrained control group was made up of 41 third-graders with dyslexia and 28 without dyslexia. While the short-term effects of the program could not be proven, the present analyses focus on long-term effects. The results obtained from a pre-test/follow-up design reveal that no long-term increases in performance regarding phonological and central executive working memory could be confirmed. Only the visuo-spatial Corsi block span exhibited a training effect over a period of three months. Additionally, training did not show any long-term effect of performance improvement, not even for a subgroup of children with dyslexia and an especially low working memory performance. Thus, even after this study, the question whether working memory can be trained or not remains partly unanswered but leaves us predominantly pessimistic.

The importance of working memory for school achievement in primary school children with intellectual or learning disabilities

BACKGROUND

Given the well-known relation between intelligence and school achievement we expect children with normal intelligence to perform well at school and those with intelligence deficits to meet learning problems. But, contrary to these expectations, some children do not perform according to these predictions: children with normal intelligence but sub-average school achievement and children with lower intelligence but average success at school. Yet, it is an open question how the unexpected failure or success can be explained.

AIMS

This study examined the role of working memory sensu Baddeley (1986) for school achievement, especially for unexpected failure or success.

METHOD AND PROCEDURES

An extensive working memory battery with a total of 14 tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to four groups of children differing in IQ (normal vs. low) and school success (good vs. poor).

OUTCOMES AND RESULTS

Results reveal that children with sub-average school achievement showed deficits in working memory functioning, irrespective of intelligence. By contrast, children with regular school achievement did not show deficits in working memory, again irrespective of intelligence.

CONCLUSIONS AND IMPLICATIONS

Therefore working memory should be considered an important predictor of academic success that can lead both to unexpected overachievement and failure at school. Individual working memory competencies should be taken into account with regard to diagnosis and intervention for children with learning problems.

Functional deficits in phonological working memory in children with intellectual disabilities

Recent studies indicate that children with intellectual disabilities have functional limitations primarily in the phonological loop of working memory (Baddeley, 1986). These findings are indicative of a specific structural deficit. Building on this research, the present study examines whether it is possible to identify specific phonological subfunctions as causal factors in these qualitative deviations from typical development found in children with intellectual disabilities. In a three-group design, specific subfunctions of phonological working memory were examined in students of the same mental age (one group of 15-year-olds with mild intellectual disability [IQ 50-69], one group of 10-year-olds with borderline intellectual disability [IQ 70-84], and one group of 7-year-olds of average intelligence [IQ 85-115]). The automatic activation of the subvocal rehearsal process was operationalized by the word-length effect; the size of the phonological store, by a task involving repetition of nonwords of differing syllable length; and accuracy of processing, by both the phonological similarity effect and the quality of acoustic presentation of the nonword repetition task (distorted vs. undistorted item presentation). The results revealed impairment of the phonological store only in terms of reduced storage capacity, and showed that this deficit increased with length of the item sequences to be remembered. However, this deficit was observed only in children with mild intellectual disability; the performance of children with borderline intellectual disability corresponded with that of a control group of 7-year-olds matched for mental age. The findings are discussed in the context of the two-component model of the phonological loop. They indicate that deficits in storage capacity are associated with deficits in language development and thus seem to be one of the causes of cognitive impairment in individuals with mild intellectual disability.

Working memory functioning in children with learning disabilities: does intelligence make a difference?

BACKGROUND

Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory.

METHOD

A working memory battery with tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ.

RESULTS

The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ).

CONCLUSIONS

These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), our findings might lead to rethinking the current practice of treating these two groups as fundamentally different.

Working memory deficits in children with specific learning disorders

This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia.