LAUSR

ABSTRACT The relationship between phonological knowledge and reading is consistent both in typically developing children and in children with dyslexia. However, children with dyslexia usually show lower phonological skills. In a group of children with dyslexia 8- to 12-year-old we investigated how different long-term memory phonological associations are updated in memory, that is how are kept in mind and replaced when no longer relevant. Response times (RTs) and accuracy rates were collected. Typically, long-term memory associations are dismantled and updated with greater difficulty (longer RTs). We did not replicate these findings in children with dyslexia thus demonstrating the effects of phonological disruption during updating, a mechanism that is preserved overall. In summary, our work advances literature about how phonological knowledge impacts verbal working memory updating.