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Communication Dans Un Congrès Année : 2022

Working memory resource depletion effect in a reading aloud task performed by students with dyslexia

Résumé

Recent works in cognitive load theory (CLT) have shown that working memory resources can be depleted during a learning task (Chen, Castro-Alonso, Paas, & Sweller, 2018; Leahy, & Sweller, 2019). This effect should concern students with dyslexia. Indeed, whereas most students after grade 3 have automatized word recognition, students with dyslexia do not fully automatize word recognition. Therefore, when they read texts, word recognition is so demanding that they have fewer cognitive resources available for comprehension. CLT can be applied to increase text comprehension for students with dyslexia (Tricot, Vandenbroucke, & Sweller, 2020). In a previous experiment involving students with dyslexia, we failed to obtain a working memory resource depletion effect in a reading task (Vandenbroucke, Puma, Tricot, & Sweller, 2017). But, in this experiment, we used a simple reading and comprehension task, and we measured working memory capacity with a digit span task. It is possible that these two choices explained our failure. The aim of the present study is to investigate if students with dyslexia face with working memory resource depletion effect under certain conditions.
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Dates et versions

hal-04171813 , version 1 (11-08-2023)

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Paternité - Pas d'utilisation commerciale - Pas de modification

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  • HAL Id : hal-04171813 , version 1

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Maeva Dada-Marthe, André Tricot. Working memory resource depletion effect in a reading aloud task performed by students with dyslexia. 14th International Cognitive Load Theory Conference, Dec 2022, Santiago, Chile. ⟨hal-04171813⟩
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