Sequential Memory in Developmental Dyslexia: Toward an Integrative Cognitive Framework

Abstract

Developmental dyslexia refers to an unexpected difficulty with reading experienced by children and adults who otherwise possess the intellectual ability, motivation, and educational opportunities necessary to develop accurate and fluent reading skills. Traditionally, phonological processing deficits have been regarded as the primary cognitive mechanism underlying dyslexia. However, emerging evidence suggests that impairments in sequential memory and serial-order processing may also contribute substantially to reading problems. Sequential memory, the ability to remember information in the order in which it was presented, is crucial for reading and spelling, as both depend on the accurate sequencing of letters and sounds. Consequently, deficits in sequential memory may contribute to difficulties in literacy development and other daily cognitive activities among individuals with dyslexia. This article examines the role of sequential memory in developmental dyslexia. It also traces the historical development of dyslexia research from early descriptions of “word blindness” to contemporary multidimensional neuro developmental frameworks. Drawing upon evidence from cognitive psychology, neuroscience, and educational research, the article proposes that sequential memory may function as an important integrative mechanism linking perceptual, cognitive, linguistic, and learning processes. Conceptualising dyslexia within a broader framework of sequential memory dysfunction may help refine existing theoretical models and support the development of more targeted cognitive and educational interventions to improve academic performance and long-term functional outcomes.