Verbal intelligence and verbal memory in dyslexics elementary school

Abstract

ABSTRACT

This research has been conducted in order to verify the relationship between verbal intelligence and verbal memory amongst primary and secondary scholars who suffer of dyslexia. A sample of 50 students between six and twelve years of age was analized. These students were submitted to studies of intelligence and memory to evaluate verbal intelligence and verbal memory. The data-analysis was done through descriptive analysis, Pearson product-moment correlation coefficient, student’s t distribution and Mann-Whitney U. The results showed that there were no significant differences between the group of dyslexic and the group of non-dyslexic scholars as to verbal short-term memory and verbal long-term memory, neither was there any significant evidence found about the correlation between verbal intelligence and verbal memory amongst the scholars who suffer of dyslexia. On the contrary, related to verbal intelligence and verbal working memory, there were significant differences that stated that the level of verbal intelligence and verbal working memory in dyslexic scholars was significantly inferior to that of non-dyslexic ones. Consequently the group of dyslexic scholars had lower results where verbal intelligence and verbal working memory were tested, which leads to the idea that verbal intelligence and verbal working memory are implied in the dyslexic syndrom. That way it seems that if the verbal intelligence and verbal working memory in the dyslexic primary scholar group are stimulated, their reading process will improve.