Dyslexia is a neurobiological difference that primarily impacts the ability to read and decode language, stemming from difficulties in processing the sound structure of words. Since reading and learning rely heavily on memory, it is common to question whether this difference affects memory function more broadly. Research confirms that memory is frequently affected in individuals with dyslexia, particularly the systems responsible for temporary storage and manipulation of verbal information. This impact on memory often explains some of the functional challenges experienced in daily life and during academic tasks.
Working Memory Capacity and Processing
Working memory is the cognitive system that allows us to temporarily hold and process information needed for complex tasks, such as understanding a sentence or solving a mental math problem. This system is consistently found to be less efficient in individuals with dyslexia, impacting their capacity to manage information “online.” Working memory is often conceptualized as having a central executive function that directs attention and controls the flow of information between specialized storage components. Studies suggest that deficits involve not only a specific storage component but also the efficiency of this central executive system.
The central executive manages cognitive load, updates information, and switches between tasks. When this function is impaired, it reduces the overall processing capacity available for reading comprehension or following multi-step directions. For instance, a student with dyslexia may need all their capacity just to decode words, leaving insufficient resources to simultaneously grasp the meaning of a long sentence. This reduced efficiency can manifest as difficulty tracking the steps of a complex procedure or struggling to mentally rehearse a sequence of items.
Verbal and Phonological Short-Term Storage
While working memory involves both storage and manipulation, a specific, consistent deficit in dyslexia is found in the temporary storage of verbal, sound-based information, known as the phonological loop. This subsystem holds sequences of sounds for a few seconds, which is crucial for language processing and learning. This deficit means that individuals with dyslexia often cannot retain as much sequential verbal data—like a list of spoken words, a new phone number, or a set of verbal instructions—as their typically developing peers.
This difficulty in retaining the order and sound of verbal information is a hallmark of the dyslexic profile. When reading a word, a person must hold the sequence of sounds (phonemes) in mind long enough to blend them together into a recognizable word. A weak phonological short-term storage breaks down this process, leading to the slow acquisition of reading skills and challenges with sounding out unfamiliar words. The deficit in phonological storage is considered a major contributing factor to the primary reading difficulties experienced in dyslexia.
Memory Strengths and Compensatory Abilities
The memory challenges in dyslexia are confined to the verbal and sequential short-term systems, allowing other memory domains to function normally. Long-term memory, which stores information for extended periods, is unaffected; individuals can recall past events (episodic memory) and general knowledge (semantic memory) just as well as others. Procedural memory, which handles the learning and retention of motor skills and habits, is also intact.
A notable strength for many with dyslexia lies in visual-spatial memory and processing. This ability involves remembering and manipulating visual information, such as mental rotation of objects, navigating a complex route, or understanding mechanical systems. Individuals often adopt strategies that rely on generating detailed visual representations to compensate for verbal memory weaknesses. This reliance on visual strengths is evident in the fact that many individuals with dyslexia are over-represented in fields like art, architecture, and engineering.
Practical Strategies for Memory Support
To mitigate the impact of reduced working memory and phonological storage, several practical strategies can be adopted. One effective technique is “chunking,” which involves breaking down large amounts of information into smaller, more manageable units. For instance, a long phone number is easier to remember when grouped into sets of three or four digits rather than one continuous sequence. This reduces the load on the temporary storage system and makes the information more accessible.
Multi-sensory learning is another powerful approach, engaging multiple senses (sight, sound, and touch) to create stronger memory traces. Writing down instructions while simultaneously saying them aloud can reinforce learning. Utilizing visual aids is also beneficial, such as color-coding notes or drawing diagrams to show relationships between ideas. External aids, such as written to-do lists, voice recordings, and alarms, are helpful for offloading the burden of remembering. Finally, actively interacting with new information, such as paraphrasing it or explaining it to someone else, forces the brain to process and file the data more effectively.