Developmental dyslexia, a prevalent neurodevelopmental disorder among school-aged children, is characterized by significant difficulties in reading, particularly in word recognition and decoding. The aim of this study was to investigate potential deficits in working and long-term memory in children with developmental dyslexia. The sample consisted of 34 students (mean age 9.6 years, range 8.8–10.6 years), divided into two groups. The first group included 17 students diagnosed with dyslexia by an official public diagnostic center. Τhe second group, the comparison group, consisted of 17 typically developing children matched to the dyslexic group in terms of gender and age, with no disorders reported in their medical records. Working memory assessment was conducted using the Backward Digit Span task, while long-term memory was assessed using the Opposite Meanings task. The results revealed statistically significant differences in the performance of the two groups on both administered tasks. These findings align with most studies that highlight deficits in working and long-term memory, providing additional support for the view that children with dyslexia often experience memory deficits.

Keywords: Developmental dyslexia, working memory, long-term memory, deficits, children.