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We assessed second\u2010grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non\u2010word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies. Non\u2010word repetition tests indicated a phonological memory deficit in children with dyslexia alone compared with those with typical development, but this difference vanished when these groups were matched for non\u2010verbal intelligence and language. Theoretically important deficits in <jats:italic>serial order memory<\/jats:italic> in dyslexic children, however, persisted relative to matched typically developing children. The deficits were in recall of (1) spoken digits in both standard and running span tasks and (2) spatial locations, in running span only. Children with dyslexia with versus without language impairment, when matched on non\u2010verbal intelligence, had comparable serial order memory, but differed in phonology. Because serial orderings of verbal and spatial elements occur in reading, the careful examination of order memory may allow a deeper understanding of dyslexia and its relation to language impairment. Copyright \u00a9 2017 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1557","type":"journal-article","created":{"date-parts":[[2017,5,12]],"date-time":"2017-05-12T06:13:44Z","timestamp":1494569624000},"page":"209-233","source":"Crossref","is-referenced-by-count":60,"title":["Short\u2010term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities"],"prefix":"10.1002","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3711-4338","authenticated-orcid":false,"given":"Nelson","family":"Cowan","sequence":"first","affiliation":[{"name":"Department of Psychological Sciences University of Missouri  Columbia MO USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tiffany P.","family":"Hogan","sequence":"additional","affiliation":[{"name":"Department of Communication Sciences and Disorders MGH Institute of Health Professions  Cambridge MA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mary","family":"Alt","sequence":"additional","affiliation":[{"name":"Department of Speech, Language, and Hearing Sciences University of Arizona  Tucson AZ USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Samuel","family":"Green","sequence":"additional","affiliation":[{"name":"T. Denny Sanford School of Social and Family Dynamics Arizona State University  Tempe AZ USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kathryn L.","family":"Cabbage","sequence":"additional","affiliation":[{"name":"Department of Communication Sciences and Disorders MGH Institute of Health Professions  Cambridge MA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shara","family":"Brinkley","sequence":"additional","affiliation":[{"name":"Department of Speech and Hearing Science Arizona State University  Tempe AZ USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shelley","family":"Gray","sequence":"additional","affiliation":[{"name":"Department of Speech and Hearing Science Arizona State University  Tempe AZ USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,5,12]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949002300514"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jcomdis.2010.09.003"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648088"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/17470210600848402"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.3758\/MC.36.4.799"},{"key":"e_1_2_8_7_1","doi-asserted-by":"crossref","unstructured":"Cabbage K.L. Brinkley S. Gray S. Alt M. Cowan N. Green S. Kuo T. &Hogan T.P.(2016).Assessing working memory in children: The Comprehensive Assessment Battery for Children \u2013 Working Memory (CABC\u2010WM). 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