Consolidation of vocabulary is associated with sleep in typically developing children, but not in children with dyslexia. Issue 5 (11th December 2017)

• Record Type: Journal Article
• Authors: Smith, Faye R.H.; Gaskell, M. Gareth; Weighall, Anna R.; Warmington, Meesha; Reid, Alexander M.; Henderson, Lisa M.
• Is Part Of: Developmental science. Volume 21:Issue 5(2018)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2017-12-11
• Subjects: Developmental psychology -- Periodicals; Psychology, Comparative -- Periodicals; 155
• DOI: 10.1111/desc.12639
• Languages: English
• ISSNs: 1363-755X

Abstract

Abstract: Sleep is known to play an active role in consolidating new vocabulary in adults; however, the mechanisms by which sleep promotes vocabulary consolidation in childhood are less well understood. Furthermore, there has been no investigation into whether previously reported differences in sleep architecture might account for variability in vocabulary consolidation in children with dyslexia. Twenty‐three children with dyslexia and 29 age‐matched typically developing peers were exposed to 16 novel spoken words. Typically developing children showed overnight improvements in novel word recall; the size of the improvement correlated positively with slow wave activity, similar to previous findings with adults. Children with dyslexia showed poorer recall of the novel words overall, but nevertheless showed overnight improvements similar to age‐matched peers. However, comparisons with younger children matched on initial levels of novel word recall pointed to reduced consolidation in dyslexics after 1 week. Crucially, there were no significant correlations between overnight consolidation and sleep parameters in the dyslexic group. This suggests a reduced role of sleep in vocabulary consolidation in dyslexia, possibly as a consequence of lower levels of learning prior to sleep, and highlights how models of sleep‐associated memory consolidation can be usefully informed by data from typical and atypical development. Abstract : This study examined whether sleep supports vocabulary learning in children with and without dyslexia. For typically developing children, slow wave activity predicted overnight improvements in recall of newly learned words. For children with dyslexia, slow wave activity was not related to consolidation of new vocabulary, and new word recall rates were attenuated one week after learning relative to reading matched controls.