A unifying theoretical framework of three working memory components provides a systems perspective for discussing past and new findings in a 12-year research program that point to heterogeneity in the genetic and brain basis and behavioral expression of dyslexia: (a) codes for word-form storage and processing, (b) time-sensitive phonological and orthographic loops for maintaining information in working memory or outputting it, and (c) executive functions for language (e.g., rapid automatic switching of attention). Results, which span the genetic to neurological to behavioral levels of analysis, point to possible impairment in any one or combination of these working memory components in individuals with dyslexia. A DNA variation on chromosome 15 may be linked with the phonological word-form in the first working-memory component. A DNA variation on chromosome 6 may be linked with slow rapid automatic switching, inattention ratings, and impaired goal-directed activity ratings in the third working-memory component. Brain and behavioral findings support (a) Triple Word Form Theory: phonological, orthographic, and morphological word-forms and their parts contribute to learning to read and spell words; and (b) Cross-Word Form Mapping: in the process of learning to read and spell words children compute the inter-relationships among the three word-forms and their parts. However, children with dyslexia may require more focus on the morphological word-form and its parts and their relationships with the other two word-forms and their parts than do normal readers. Also, children with dyslexia have unusual difficulties in sustaining phonological loop function in working memory over time; their impaired orthographic loop function may interfere with learning to write alphabet letters and spell, which may be as impaired as word decoding and reading. Impaired executive functions may interfere with the efficiency of working memory in processing oral and written language.

中文翻译：

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理解工作记忆结构中发育性阅读障碍的多学科方法：基因型、表型、大脑和教学

三个工作记忆组件的统一理论框架为讨论过去和新发现提供了一个系统的视角，该研究项目为期 12 年的研究项目指出了阅读障碍的遗传和大脑基础以及行为表达的异质性：(a) 字形代码存储和处理，(b) 时间敏感的语音和拼写循环，用于在工作记忆中保存信息或输出信息，以及 (c) 语言的执行功能（例如，注意力的快速自动切换）。结果涵盖了从遗传到神经到行为层面的分析，表明阅读障碍患者的这些工作记忆成分中的任何一种或组合都可能受损。15 号染色体上的 DNA 变异可能与第一工作记忆成分中的语音词形有关。第 6 号染色体上的 DNA 变异可能与缓慢快速的自动转换、注意力不集中和第三工作记忆成分中目标导向的活动评分受损有关。大脑和行为研究结果支持 (a) 三重词形理论：语音、拼写和形态词形及其部分有助于学习阅读和拼写单词；(b) 跨词表映射：在学习阅读和拼写单词的过程中，孩子们计算三个词形式及其部分之间的相互关系。然而，与正常读者相比，患有阅读障碍的儿童可能需要更多地关注词形及其部分及其与其他两种词形及其部分的关系。还，随着时间的推移，患有阅读障碍的儿童在维持工作记忆中的语音回路功能方面存在异常困难；他们受损的拼写循环功能可能会干扰学习写字母和拼写，这可能与单词解码和阅读一样受损。执行功能受损可能会干扰工作记忆处理口头和书面语言的效率。