{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T17:32:23Z","timestamp":1790703143789,"version":"4.1.0"},"reference-count":74,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2021,9,27]],"date-time":"2021-09-27T00:00:00Z","timestamp":1632700800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2022,2]]},"abstract":"<jats:p>\n                    The primary purpose of this study was to compare the working memory performance of monolingual English\u2010speaking second\n                    <jats:sup>\u2010<\/jats:sup>\n                    grade children with dyslexia (N\u00a0=\u00a082) to second\u2010grade children with typical development (N\u00a0=\u00a0167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between\u2010group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus\u2010of\u2010Attention\/Visuospatial factor could be explained by group differences in non\u2010verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non\u2010verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function.\n                  <\/jats:p>","DOI":"10.1002\/dys.1699","type":"journal-article","created":{"date-parts":[[2021,9,27]],"date-time":"2021-09-27T19:42:03Z","timestamp":1632771723000},"page":"20-39","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":30,"title":["Phonological working memory and central executive function differ in children with typical development and dyslexia"],"prefix":"10.1002","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0642-4878","authenticated-orcid":false,"given":"Mary","family":"Alt","sequence":"first","affiliation":[{"name":"Department of Speech, Language, and Hearing Sciences University of Arizona  Tucson Arizona USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4776-1873","authenticated-orcid":false,"given":"Annie","family":"Fox","sequence":"additional","affiliation":[{"name":"Department of Communication Sciences and Disorders MGH Institute of Health Professions  Boston Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Roy","family":"Levy","sequence":"additional","affiliation":[{"name":"T. Denny Sanford School of Social and Family Dynamics Arizona State University  Tempe Arizona USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2160-6995","authenticated-orcid":false,"given":"Tiffany P.","family":"Hogan","sequence":"additional","affiliation":[{"name":"Department of Communication Sciences and Disorders MGH Institute of Health Professions  Boston Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3711-4338","authenticated-orcid":false,"given":"Nelson","family":"Cowan","sequence":"additional","affiliation":[{"name":"Department of Psychological Sciences University of Missouri\u2010Columbia  Columbia Missouri USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shelley","family":"Gray","sequence":"additional","affiliation":[{"name":"Department of Speech and Hearing Science Arizona State University  Tempe Arizona USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,9,27]]},"reference":[{"key":"e_1_2_14_2_1","volume-title":"Standards for educational and psychological testing","author":"AERA","year":"2014"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2006.00968.x"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2003.10.002"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2017.04.013"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.1044\/2016_JSLHR-L-16-0036"},{"key":"e_1_2_14_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/S1364-6613(00)01538-2"},{"key":"e_1_2_14_8_1","first-page":"10","volume-title":"Working memory: State of the science","author":"Baddeley A.","year":"2021"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0079-7421(08)60452-1"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1044\/2018_JSLHR-L-17-0336"},{"key":"e_1_2_14_11_1","doi-asserted-by":"publisher","DOI":"10.1037\/0096-3445.132.1.71"},{"key":"e_1_2_14_12_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.107.2.238"},{"key":"e_1_2_14_13_1","first-page":"1","volume-title":"Handbook of computing and statistics with applications","author":"Bentler P. 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