The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index; none of the 31 sources its claims cite is checked for support yet.
Working memory in children with reading disabilities
Abstract
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
Overview
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Written from the paper’s full text.
TL;DR
In 46 children aged 6–11 with reading disabilities, complex working memory and visuospatial short-term memory were markedly impaired, while phonological short-term memory, language, and phonological processing were low average. Complex memory was the strongest correlate of both reading and mathematics and independently predicted reading and, in some models, mathematics after IQ, language, and phonological measures were considered.
Key findings
- The sample had low reading and mathematics scores: WORD composite mean 76.46 (SD 8.44) and WOND composite mean 84.39 (SD 12.13). Complex memory (mean 77.72, SD 8.96) and visuospatial short-term memory (mean 75.13, SD 9.56) were especially low, whereas phonological short-term memory (mean 90.18, SD 11.08), language (mean 87.78, SD 10.69), verbal IQ (mean 83.39, SD 11.86), and performance IQ (mean 82.35, SD 13.84) were low average/low.
- Most children scored in the lowest band (<81) on complex memory (61%) and visuospatial short-term memory (70%).
- Complex memory correlated significantly with all other measures and was the strongest predictor of mean reading and mathematics scores. Reading correlated with complex memory (r = .557), language (r = .478), phonological processing (r = .442), verbal IQ (r = .350), and performance IQ (r = .330); mathematics correlated with complex memory (r = .591), phonological processing (r = .496), performance IQ (r = .427), language (r = .414), and phonological short-term memory (r = .338).
- In regression models, reading was independently predicted by language and complex memory (Model 1: R² = .443); when mathematics was added, mathematics and language predicted reading, but complex memory did not. For mathematics, no variable was independently significant in Model 1; complex memory was significant in Model 2 (R² = .482), phonological processing in Model 3 (R² = .465), and verbal IQ and complex memory in Model 4 (R² = .495).
Methods
- Participants were 46 children (13 girls, 33 boys) with a mean age of 9.00 years (range 6.06–11.00 years, SD = 12 months), attending state schools in Durham, North-East England. They were identified by schools as having special educational needs requiring additional support and scored below 86 on the Wechsler Objective Reading Dimension (WORD) composite; none had emotional or behavioral difficulties.
- Children were tested individually in six sessions of up to 30 minutes across six weeks. Measures included WMTB-C complex memory (backwards digit recall, counting recall, listening recall), visuospatial short-term memory (block recall, Visual Patterns Test), phonological short-term memory (digit recall, word list recall, word list matching), Phonological Assessment Battery (rhyme, spoonerism, alliteration), WOLD language, WISC-III UK verbal and performance IQ, WORD reading/spelling/comprehension, and WOND mathematical reasoning/numerical operations.
- Analyses used correlations and multiple regression models predicting composite reading and mathematics scores from cognitive measures.
Limitations
- The paper states that working memory assessment depended only on verbally based methods; at the time, robust nonverbal working memory measures for children were not available, so the degree of domain generality of the working memory deficits remains an open issue.
- The paper notes that phonological processing deficits were less marked than working memory deficits; it suggests this may reflect the age range (up to 11 years), possible reduced sensitivity of the measures, or prior UK phonological interventions.
- Evident from the text, not stated as a limitation: the sample is small (n = 46), selected for reading disabilities, and the design is correlational, so causal direction and generalization to other populations cannot be established.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A key finding was that working memory skill independently predicted the children's attainments in reading and to a lesser extent in mathematics, and that the contribution of working memory was common to both ability domains (see also, Pickering & Gathercole, 2004).”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In Model 2, which incorporated phonological processing and complex memory span measures, the only significant independent predictor of mathematics scores was complex memory.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a whole, the sample was characterized by deficits in complex memory and visuospatial short-term memory and by low IQ scores, whereas language, phonological short-term memory and phonological processing abilities fell in the low average range.”
- Also stated in: § Results · plain
“Very low performance was found on both complex memory and visuospatial short-term memory measures.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two measures were significant predictors of reading scores: language and complex memory.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both verbal and performance IQ scores were at a low level across the group as a whole.”
- Also stated in: § Results · plain
“As a group, the children had low IQ scores, but performed at even lower levels on measures of working memory (complex memory tasks) and of visuospatial short-term memory.”
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“About half of the sample also obtained performance IQ scores below 86, although comparable low scores were less common in the remaining measures phonological short-term memory, phonological processing, language and verbal IQ.”
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A key finding was that working memory skill independently predicted the children's attainments in reading and to a lesser extent in mathematics, and that the contribution of working memory was common to both ability domains (see also, Pickering & Gathercole, 2004).”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Phonological short-term memory scores were significantly correlated only with complex memory and mathematics scores.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Working memory skills were significantly related to the severity of learning difficulties in both reading and mathematics in this sample of children with reading disabilities.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Reading ability was also significantly linked with the children's language and phonological processing abilities.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes
- It may state two separate claims as one. 17
- Probably not a substantial claim. 8
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although visuospatial short-term memory scores were very low within this sample, they correlated significantly only with complex memory, phonological processing, and performance IQ scores, and not with either reading or mathematics scores.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Complex memory performance was significantly associated with all other measures, and was the strongest predictor of mean reading and mathematics scores of the measures included in the study.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These data establish that the majority of children scored in the lowest band on the complex memory and visuospatial short-term memory measures (61% and 70%, respectively), with very small proportions performing in the 85+ range that can be classified as average (9% and 4%, respectively).”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“whereas language, phonological short-term memory and phonological processing abilities fell in the low average range.”
- Also stated in: § Results · plain
“Phonological short-term memory scores, on the other hand, fell within the low average range.”
- Also stated in: § Results · plain
“Language ability also fell in the low average range, both for the oral expression and language comprehension subtests.”
Strength:plain· not yet calibratedn = 46Tests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In Model 3, which included the phonological processing and phonological short-term memory measures, phonological processing was a significant predictor, and phonological short-term memory was marginally nonsignificant ( p =.052).”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Phonological processing scores were strongly associated with complex memory scores, and also with both IQ measures and both reading and mathematics scores.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The independent predictors of reading ability in this analysis were mathematics and language scores, but not complex memory scores.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Language scores and verbal IQ were highly associated with one another, and both were significantly correlated with reading and mathematics scores.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And despite close links between measures of fluid intelligence and working memory in adult samples (Conway et al., 2003; Engle et al., 1999), fluid intelligence shared no independent associations with either reading or mathematics in the present study.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the phonological awareness skills of the reading disabled children participating in the present study were relatively low, the deficits were neither as extreme nor as marked as the working memory deficits.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In terms of the influential working memory model of Baddeley and Hitch (1974), developed subsequently by Baddeley (1986, 2000), these components correspond to two slave systems: the phonological loop retains material in a phonological code that is highly susceptible to time-based decay, and the visuospatial sketchpad has limited capacities to represent information in terms of its visual and spati”
What the sources say
- Not checked yetcites Baddeley and Hitch (1974) source
- Not checked yetcites Baddeley (1986, 2000)
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Thus complex memory span such as listening and counting span appear to tap both the central executive and the phonological loop (Lobley, Gathercole, & Baddeley, in press), whereas analogous visuospatial complex memory tasks (Jarvis & Gathercole, 2003; Shah & Miyake, 1996) may draw upon the resources of the central executive and the visuospatial sketchpad.”
What the sources say
- Not checked yetcites Lobley, Gathercole, & Baddeley, in press
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Findings from experimental, developmental, and neuropsychological studies indicate that short-term memory is fractionated into at least two domain-specific components that are specialized for the retention of phonological and visuospatial material (see Gathercole, 1999, and Vallar & Papagno, 2002, for reviews).”
What the sources say
- Not checked yetcites Gathercole, 1999 source
- Not checked yetcites Vallar & Papagno, 2002
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“In addition, low working memory scores have been found to be strongly and specifically associated both with poor computational skills (Wilson & Swanson, 2001) and difficulties in solving mathematical problems expressed in everyday language (Swanson & Sachse-Lee, 2001).”
What the sources say
- Not checked yetcites Wilson & Swanson, 2001 source
- Not checked yetcites Swanson & Sachse-Lee, 2001
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Particularly high rates of failure were found in following complex instructions (which the child often forgot), performing tasks that imposed significant storage and processing loads, and in tasks with a complex hierarchical structure (in which the child often lost their place, and eventually abandoned prior to completion).”
What the sources say
- Not checked yetcites Gathercole, Lamont, & Alloway, 2005
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“suggest that effective management of working memory loads in structured learning activities may ameliorate the problems of learning that are associated with impairments of working memory.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We propose that this association arizes because working memory acts as a bottleneck for learning in classroom activities”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“A related view that we favor is that impairments of working memory result in pervasive learning difficulties because this system acts as a bottleneck for learning in many of the individual learning episodes required to increment the acquisition of knowledge (Gathercole, 2004).”
What the sources say
- Not checked yetcites Gathercole, 2004
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Mathematical difficulties commonly accompany reading disabilities (Swanson & Saez, 2003), and are also characterized by deficits in working memory.”
What the sources say
- Not checked yetcites Swanson & Saez, 2003
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The children were working in the lowest ability groups in both literacy and mathematics within their classrooms, and were observed to make frequent errors in activities that placed heavy demands on working memory.”
What the sources say
- Not checked yetcites Gathercole, Lamont, & Alloway, 2005
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it is likely that these children will have received specific interventions targeting phonological skills that may have remediated any deficits in this area.”
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“In a recent study of working memory in children with learning disabilities (Pickering & Gathercole, 2004), we found that children classified by their schools as having problems in both reading and mathematics had depressed performance on complex memory tasks, but that individuals with difficulties restricted to reading did not.”
What the sources say
- Not checked yetcites Pickering & Gathercole, 2004
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This finding may reflect the age range of the group, which included children as old as 11 years; in most typically developing children of this age, phonological processing skills are complete by this point so the measures may lack some sensitivity.”
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This will lead to frequent task failures, which represent missed opportunities to learn and so to achieve normal incremental progress in complex skill domains.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It predicts that promoting teacher awareness of working memory loads in classroom activities and effective management of these loads for children with impairments of working memory should boost their learning.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
The authors state this as an assumption.
Complex memory tasks tap working memory.
“As the present research is not concerned specifically with distinctions between models, the theoretically neutral terms phonological and visuospatial short-term memory will be used to refer to storage-only assessments of the respective informational domains, and complex memory tasks will be interpreted as tapping working memory.”
The paper relies on this without support.
The degree to which working memory deficits specifically constrain learning progress within children with recognized learning disabilities is less well understood.
“Although close links between memory function and individual variation in a range of aspects of learning and academic achievement in unselected samples of children are well established, the degree to which working memory deficits specifically constrain learning progress within children with recognized learning disabilities is less well understood.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“children suffering from developmental disorders or learning disabilities often display specific EF deficits, suggesting these deficits are risk factors for poor academic performance and development (e.g., Barkley, 1997; Gathercole et al., 2006; Schuchardt et al., 2008”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Gathercole et al., 2006
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- ConsistentF(5, 40) = 6.375reported p < .001 · recomputed p < .001
“F(5,40)=6.375, p < .001”
- ConsistentF(6, 39) = 6.481reported p < .001 · recomputed p < .001
“F(6,39)=6.481, p < .001”
- ConsistentF(5, 40) = 6.965reported p < .001 · recomputed p < .001
“F(5,40)=6.965, p < .001”
- ConsistentF(6, 39) = 6.824reported p < .001 · recomputed p < .001
“F(6,39)=6.824, p < .001”
- ConsistentF(5, 40) = 7.499reported p < .001 · recomputed p < .001
“F(5,40)=7.499, p < .001”
- ConsistentF(5, 40) = 7.829reported p < .001 · recomputed p < .001
“F(5,40)=7.829, p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Performance IQ t statistic does not match its coefficient and standard error
MinorIn Table 6, Model 4, dividing the Performance IQ coefficient of −0.020 by its standard error of 0.131 gives approximately −0.153, not the reported t of −0.882.
Reported -0.882 · recomputed -0.152672
“| Performance IQ | -0.020 | 0.131 | -0.022 | -0.882 |”
Reported percentages use a higher cutoff than the stated 85+ range
MinorTable 3 gives cumulative proportions through the 81-85 band of 0.78 for complex memory and 0.87 for visuospatial STM. Thus 22% and 13%, respectively, scored above 85-not the stated 9% and 4%.
“with very small proportions performing in the 85+ range that can be classified as average (9% and 4%, respectively).”
“| 81-85 | 0.78 | 0.35 | 0.87 | 0.33 | 0.46 | 0.57 | 0.65 |”
Citations
Cites
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The episodic buffer: a new component of working memory?
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“In the inXuential working memory model of Baddeley and Hitch (1974), developed subsequently by Baddeley (1986, 2000), these components correspond to diVerent slave systems.”
The magical number 4 in short-term memory: A reconsideration of mental storage capacity
Cowan, N. (2001) · Behavioral and Brain Sciences · doi:10.1017/s0140525x01003922 · Cited by 6,779 · cited 1×
“Other theorists have proposed that working memory consists of activated long-term memory representations and that STM is the subset of working memory that falls within the focus of attention (Cowan, 2001; Engle, Kane, & Tuholski, 1999).”
Individual differences in working memory and reading
Daneman, M., & Carpenter, P. A. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90312-6 · Cited by 6,336 · cited 2×
“An example of a complex memory task is listening span, where participants are asked to make a meaning-based judgment about each of a series of spoken sentences and then to remember the last word of each sentence in sequence (e.g., Daneman & Carpenter, 1980).”
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153 · cited 1×
“Another inXuential conceptualization of working memory is of a limited resource that can be Xexibly allocated to support either processing or storage (e.g., Daneman & Carpenter, 1980; Just & Carpenter, 1992).”
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303 · cited 1×
“…with both reading ability (e.g., Bradley & Bryant, 1985; Brady & Shankweiler, 1991; Catts, Gillispie, Leonard, Kail, & Miller, 2002; Stanovich & Siegel, 1994; Wagner & Torgesen, 1987; Wolf & Bowers, 1999) and mathematical skills (e.g., Geary, Hoard, & Hamson, 1999; Rourke & Conway, 1997).”
Working memory, short-term memory, and general fluid intelligence: A latent-variable approach.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.128.3.309 · Cited by 3,078
Models of Working Memory: Mechanisms of Active Maintenance and Executive Control
Miyake, A., & Shah, P. (1999) · Cited by 2,404
Exploring the Central Executive
Baddeley, A. (1996) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/713755608 · Cited by 2,390 · cited 1×
“…Hitch (1974) model includes the central executive, responsible for a range of functions such as retrieval of information from long-term memory, regulation of information within working memory, attentional control of both encoding and retrieval strategies, and task shifting (Baddeley, 1986, 1996).”
Flagged first, then by citations
Research works printed but not linked: 3
- Lobley, 2005, Is there a role for the phonological loop in verbal complex span?, Quarterly Journal of Experimental Psychology, 58A, 1
- Vallar, G., & Papagno, C. (2002). Neuropsychological impairments of verbal short-term memory. In A. D. Baddeley, M. D. Kopelman, & B. A. Wilson (Eds.), Handbook of memory disorders (2nd ed., pp. 249–270). New York: John Wiley.
- Wagner, R. K., & Muse. A. (in press). Working memory deficits in developmental dyslexia. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory in neurodevelopmental conditions. Hove, UK: Psychology Press.
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Executive function and early reading skills
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“Therefore, the working memory difficulties associated with dyslexia (Gathercole et al., 2006) may underlie the mathematical difficulties that individuals with dyslexia experience (e.”
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Phillips, D., & Meloy, M. E. (2012) · Exceptional Children · doi:10.1177/001440291207800405 · Cited by 84
Effects of methylphenidate on working memory components: influence of measurement
Bedard, A., Jain, U., Johnson, S. H., & Tannock, R. (2007) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2007.01760.x · Cited by 81
“Improving impaired WM is critical in ADHD in light of the well-documented association between poor WM and poor academic achievement in literacy, mathematics, and science (Gathercole & Pickering, 2000; Gathercole et al., 2006).”
BackgroundEvidence for a Specific Impairment of Serial Order Short‐term Memory in Dyslexic Children
Perez, T. M., Majerus, S., Mahot, A., & Poncelet, M. (2012) · Dyslexia · doi:10.1002/dys.1438 · Cited by 81
DCDC2 genetic variants and susceptibility to developmental dyslexia
Marino, C., Meng, H., Mascheretti, S., Rusconi, M., Cope, N. A., Giorda, R., Molteni, M., & Gruen, J. R. (2011) · Psychiatric Genetics · doi:10.1097/ypg.0b013e32834acdb2 · Cited by 80
“…also be a candidate gene for short-term and working memory (WM) as a cognitive correlate of DD, although the meaning of the relationship with reading performance is still a subject of debate (Gathercole et al., 2006; CohenMimran and Sapir, 2007; Swanson and Jerman, 2007; Van Leeuwen et al., 2009).”
BackgroundPeverly, S. T., Vekaria, P. C., Reddington, L. A., Sumowski, J. F., Johnson, K. R., & Ramsay, C. M. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.2881 · Cited by 80
Kronenberger, W. G., Pisoni, D. B., Harris, M. S., Hoen, H. M., Xu, H., & Miyamoto, R. T. (2012) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2012/11-0356 · Cited by 79
Lu, L., Weber, H. S., Spinath, F. M., & Shi, J. (2011) · Intelligence · doi:10.1016/j.intell.2011.02.002 · Cited by 79
Development of working memory in childhood
Cowan, N., & Alloway, T. (2008) · Psychology Press eBooks · doi:10.4324/9780203934654-16 · Cited by 88
Self-citationDahlin, K. I. E. (2013) · Journal of Education and Learning · doi:10.5539/jel.v2n1p118 · Cited by 77
Auditory brainstem measures predict reading and speech-in-noise perception in school-aged children
Hornickel, J., Chandrasekaran, B., Zecker, S., & Kraus, N. (2010) · Behavioural Brain Research · doi:10.1016/j.bbr.2010.08.051 · Cited by 79
“1 Reading—Phonological processing skills and working memory are two cognitive abilities that have been linked to reading and reading impairments [45-50].”
BackgroundThe development and malleability of executive control abilities
Hsu, N. S., Novick, J. M., & Jaeggi, S. M. (2014) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2014.00221 · Cited by 78
“Keywords: executive function, neuroimaging, fMRI, working memory, training, interventions, connectivity analysis”
BackgroundSelf-motivated and directed learning across the lifespan
Cronin-Golomb, L. M., & Bauer, P. J. (2022) · Acta Psychologica · doi:10.1016/j.actpsy.2022.103816 · Cited by 83
Language and cognitive outcomes in internationally adopted children
Eigsti, I.-M., Weitzman, C., Schuh, J., de Marchena, A., & Casey, B. J. (2011) · Development and Psychopathology · doi:10.1017/s0954579411000204 · Cited by 70
Cognitive enhancement: a comparative review of computerized and athletic training programs
Moreau, D., & Conway, A. R. A. (2013) · International Review of Sport and Exercise Psychology · doi:10.1080/1750984x.2012.758763 · Cited by 78
“…1999; Kane, Hambrick, & Conway, 2005; Kane et al., 2004; Oberauer, Schulze, Wilhelm, & Suss, 2005), as well as with reading and mathematical skills (Alloway, 2007; Gathercole, Alloway, Willis, & Adams, 2006), or even overall academic achievement (Aronen, Vuontela, Steenari, Salmi, & Carlson, 2005).”
The relationship among geometry, working memory, and intelligence in children
Giofrè, D., Mammarella, I. C., & Cornoldi, C. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2014.01.002 · Cited by 70
Son, S.-H. C., Lee, K., & Sung, M. (2013) · Early Education and Development · doi:10.1080/10409289.2012.675548 · Cited by 73
Visual working memory continues to develop through adolescence
Isbell, E., Fukuda, K., Neville, H. J., & Vogel, E. K. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00696 · Cited by 68
“Frontiers in Psychology | www.frontiersin.org May 2015 | Volume 6 | Article 6962”
BackgroundWorking memory training in children: Effectiveness depends on temperament
Studer-Luethi, B., Bauer, C. E., & Perrig, W. J. (2015) · Memory & Cognition · doi:10.3758/s13421-015-0548-9 · Cited by 77
Working memory resources in young children with mathematical difficulties
Kyttälä, M., Pirjo Aunio, A., & Hautamäki, J. (2009) · Scandinavian Journal of Psychology · doi:10.1111/j.1467-9450.2009.00736.x · Cited by 68
Stevenson, C., Bergwerff, C. E., Heiser, W., & Resing, W. (2014) · Infant and Child Development · doi:10.1002/icd.1833 · Cited by 49
“Verbal working memory has often been found to be a good predictor of both reading and math achievement in children (e.g. Gathercole et al., 2006; Nevo & Breznitz, 2011, 2013).”
BackgroundPotocki, A., Sanchez, M., Écalle, J., & Magnan, A. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219415613080 · Cited by 80
Working Memory Training in College Students With ADHD or LD
Gropper, R. J., Gotlieb, H., Kronitz, R., & Tannock, R. (2014) · Journal of Attention Disorders · doi:10.1177/1087054713516490 · Cited by 67
Kieffer, M. J., & Vukovic, R. K. (2012) · Reading and Writing · doi:10.1007/s11145-012-9410-7 · Cited by 71
The differential role of verbal and visuospatial working memory in mathematics and reading
Giofrè, D., Donolato, E., & Mammarella, I. C. (2018) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2018.07.001 · Cited by 68
“In particular, working memory (WM) has long been considered one of the most important predictors of academic performance (St Clair-Thompson & Gathercole, 2006).”
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2010) · Advances in Child Development and Behavior · doi:10.1016/b978-0-12-374748-8.00001-9 · Cited by 66
“This memory overload causes problems in following teacher instructions, remembering information vital to individual tasks, and keeping track in structured learning activities (Gathercole & Alloway, 2008; Gathercole et al., 2006).”
BackgroundSelf-citationExecutive processes, reading comprehension and academic achievement in 3th grade primary students
García-Madruga, J. A., Chaves, J. Ó. V., Veiga, I. G., Duque, G., & Elosúa, M. R. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.07.013 · Cited by 66
Montoya, M. F., Susperreguy, M. I., Dinarte, L., Morrison, F. J., Martı́n, E. S., Rojas‐Barahona, C. A., & Förster, C. E. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.009 · Cited by 79
Training to Improve Language Outcomes in Cochlear Implant Recipients
Ingvalson, E. M., & Wong, P. C. M. (2013) · Frontiers in Psychology · doi:10.3389/fpsyg.2013.00263 · Cited by 65
“Indeed, those children who were identified as poor readers are also those that are found to have poor verbal working-memory spans relative to typical readers (Nation et al., 1999; Gathercole et al., 2006) though the two groups are equivalent on visuospatial spans (Nation et al.”
BackgroundSun, H. Q., Ng, S. C., O'BRIEN, B. A., & Fritzsche, T. (2020) · Journal of Child Language · doi:10.1017/s0305000919000904 · Cited by 71
“BDR has been shown to be reliable for young children (α = .83; Gathercole et al., 2006).”
MethodKoponen, T. K., Eklund, K., Heikkilä, R., Salminen, J. B., Fuchs, L. S., Fuchs, D., & Aro, M. T. (2019) · Child Development · doi:10.1111/cdev.13287 · Cited by 66
Developing reading comprehension: combining visual and verbal cognitive processes
Woolley, G. (2010) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651827 · Cited by 64
“…o o ll Ey • A u st rA li A n Jo u rn A l o f lA n g u A g e A n d l it er A c y, Vo l. 33 , n o. 2 , 2 01 0, p p. 1 08 –1 25Visualisation strategies The efficiency of working memory can be improved by the incorporation of some structured inferential learning activities (Gathercole et al., 2006).”
BackgroundFriedman, L. M., Rapport, M. D., Raiker, J. S., Orban, S. A., & Eckrich, S. J. (2016) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-016-0171-7 · Cited by 68
“…in long-term memory; (d) maintain the overall ‘gist’ of read material; and (e) sustain attentional focus while concomitantly inhibiting irrelevant information from entering/competing with temporarily stored information (Finn et al. 2014; Gathercole et al. 2006; Swanson and Alloway 2012; see Fig.”
Working memory and cognitive styles in adolescents' attainment
Alloway, T. P., Banner, G., & Smith, P. (2010) · British Journal of Educational Psychology · doi:10.1348/000709910x494566 · Cited by 61
Self-citationSzalkowski, C. E., Fiondella, C. G., Galaburda, A. M., Rosen, G. D., LoTurco, J. J., & FITCH, R. H. (2012) · International Journal of Developmental Neuroscience · doi:10.1016/j.ijdevneu.2012.01.009 · Cited by 61
Visual artificial grammar learning in dyslexia: A meta-analysis
van Witteloostuijn, M., Boersma, P., Wijnen, F. N. K., & Rispens, J. (2017) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2017.09.006 · Cited by 62
“MARK (Stein &Walsh, 1997; Tallal, 2004), attention (Facoetti a Paganoni & Lorusso, 2000), motor functioning (Ramus, Pidgeon, & Frith, 2003), and verbal working memory (Gathercole & Alloway, 2006; Gathercole & Baddeley, 1990; Swanson & Jerman, 2007).”
Kuroishi, R. C. S., Garcia, R. B., Valera, F. C. P., Anselmo‐Lima, W. T., & Fukuda, M. T. H. (2014) · Sao Paulo Medical Journal · doi:10.1590/1516-3180.2013.7630011 · Cited by 59
Jiang, H., & Farquharson, K. (2018) · Reading and Writing · doi:10.1007/s11145-018-9840-y · Cited by 59
The contribution of working memory capacity to foreign language comprehension in children
Andersson, U. (2010) · Memory · doi:10.1080/09658211003762084 · Cited by 60
“…the fact that the present sample of children (grade 5) were rather experienced readers, and as such they should employ an automatised orthographic reading strategy that does not impose any heavy demands on the phonological loop (Gathercole et al., 2006; Swanson & Jerman, 2007; Wagner et al., 1997).”
BackgroundComputer-based learning of spelling skills in children with and without dyslexia
Kast, M., Baschera, G.-M., Groß, M. H., Jäncke, L., & Meyer, M. E. (2011) · Annals of Dyslexia · doi:10.1007/s11881-011-0052-2 · Cited by 58
“…with the notion that children ’ s abilities to store and manipulate information in complex memory performances may have strong influence on learning; furthermore, these abilities may be associated with scholastic attainment during their school career (Gathercole, Alloway, Willis, & Adams 2006).”
BackgroundKofler, M. J., Spiegel, J. A., Soto, E. F., Irwin, L. N., Wells, E. L., & Austin, K. E. (2019) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-018-0447-1 · Cited by 57
Davidson, M. M., Kaushanskaya, M., & Weismer, S. E. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3617-7 · Cited by 69
“, children who have intact word reading abilities but poor listening and reading comprehension) demonstrate that verbal WM is deficient in poor comprehenders (Cain 2006; Cain et al. 2004a, b; Gathercole et al. 2006; Nation et al. 1999; Oakhill et al. 2005; Pimperton and Nation 2010; Swanson and Berninger 1995).”
Nithart, C., Demont, É., Metz‐Lutz, M., Majerus, S., Poncelet, M., & Leybaert, J. (2010) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2009.01427.x · Cited by 71
“…phonological awareness and memory are both constrained by the efficiency of phonological processing, but they also utilise distinct mechanisms based on phonological knowledge and the phonological loop, respectively (Alloway et al., 2004; De Jong & Van der Leij, 1999; Gathercole et al., 2005, 2006).”
BackgroundGustafson, S., Fälth, L., Svensson, I., Tjus, T., & Heimann, M. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410391187 · Cited by 67
Gomez, R., Vance, A., & Watson, S. D. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00737 · Cited by 55
“However, as low reading ability (Gathercole et al., 2006; Alloway et al., 2009; Alloway and Alloway, 2010) and arithmetic ability (Bull and Scerif, 2001; Swanson and Sachse-Lee, 2001) have been linked to poor WM, and as WM defects have been strongly associated with ADHD (Martinussen et al., 2005;…”
BackgroundOn the working memory of humans and great apes: Strikingly similar or remarkably different?
Read, D., Manrique, H. M., & WALKER, M. J. (2021) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2021.12.019 · Cited by 58
Daucourt, M. C., Schatschneider, C. W., Connor, C. M., Otaiba, S. A., & Hart, S. A. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00238 · Cited by 69
“Beyond phonological processing, studies that account for additional cognitive abilities, like intelligence, still find suppressed working memory task performance in children with reading difficulties (e.g., Gathercole et al., 2006; Swanson et al., 2006).”
BackgroundInfluentialGathercole, S. E. (2008) · Elsevier eBooks · doi:10.1016/b978-012370509-9.00179-0 · Cited by 55
Self-citationWorking memory and recollection contribute to academic achievement
Blankenship, T. L., O'Neill, M., Ross, A., & Bell, M. A. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.08.020 · Cited by 55
Asadi, I. A., Khateb, A., & Shany, M. (2016) · Journal of Research in Reading · doi:10.1111/1467-9817.12093 · Cited by 60
Early Identification of Dyslexia: Understanding the Issues
Colenbrander, D., Ricketts, J., & Breadmore, H. L. (2018) · Language Speech and Hearing Services in Schools · doi:10.1044/2018_lshss-dyslc-18-0007 · Cited by 69
Kieffer, M. J., & Christodoulou, J. A. (2019) · Reading Research Quarterly · doi:10.1002/rrq.289 · Cited by 72
Baweja, R., Mattison, R. E., & Waxmonsky, J. G. (2015) · Pediatric Drugs · doi:10.1007/s40272-015-0144-2 · Cited by 61
“There is a particularly well documented association between impairment of executive functioning such as WM, and academic achievement in literacy, mathematics, and science [47], as well as impact on homework completion [34, 48, 49].”
BackgroundDevelopmental Dyslexia: Disorder or Specialization in Exploration?
Taylor, H., & Vestergaard, M. D. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.889245 · Cited by 66
Words, shape, visual search and visual working memory in 3‐year‐old children
Vales, C., & Smith, L. B. (2014) · Developmental Science · doi:10.1111/desc.12179 · Cited by 52
Lee, H., Warschauer, M., & Lee, J. H. (2020) · Modern Language Journal · doi:10.1111/modl.12634 · Cited by 53
Biino, V., Tinagli, V., Borioni, F., & Pesce, C. (2021) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2021.1990249 · Cited by 61
“…in the present study, there is evidence that working memory contributes to the ability of reading, language learning, mathematical processing, and reasoning (Gathercole et al. 2006) and that motor skill interventions at preschool age benefit preliteracy skills (Mavilidi et al. 2018 for a review).”
BackgroundLinking memory and language: Evidence for a serial-order learning impairment in dyslexia
Bogaerts, L., Szmalec, A., Hachmann, W. M., Page, M. P. A., & Duyck, W. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2015.06.012 · Cited by 51
Working Memory Differences Between Children Living in Rural and Urban Poverty
Tine, M. T. (2013) · Journal of Cognition and Development · doi:10.1080/15248372.2013.797906 · Cited by 58
Toward an Understanding of the Neural Basis of Executive Function Development
Perone, S., Almy, B., & Zelazo, P. D. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-804036-2.00011-x · Cited by 61
The relationship between inhibition and working memory in predicting children's reading difficulties
Booth, J. N., Boyle, J. M. E., & Kelly, S. W. (2013) · Journal of Research in Reading · doi:10.1111/1467-9817.12011 · Cited by 61
Working Memory in Children with Learning Disabilities: Rethinking the criterion of discrepancy
Mähler, C., & Schuchardt, K. (2011) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2011.547335 · Cited by 50
“Children with specific reading disorders were found to have marked impairments in the phonological loop (Gathercole, Alloway, Willis, & Adams, 2006 ; Helland & Asbjornsen, 2004 ; Kibby, Marks, Morgan, & Long, 2004 ; Schuchardt, Maehler, & Hasselhorn, 2008 ; Siegel & Linder, 1984 ), while for children with dyscalculia…”
BackgroundLearning Disabilities and Memory
Swanson, H. L., Cooney, J. B., & McNamara, J. K. (2004) · Elsevier eBooks · doi:10.1016/b978-012762533-1/50005-6 · Cited by 50
Improving Students’ Diagram Comprehension with Classroom Instruction
Cromley, J. G., Perez, T., Fitzhugh, S. L., Newcombe, N. S., Wills, T. W., & Tanaka, J. C. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.745465 · Cited by 53
“The listening span task has shown acceptable reliability with middle school 520 CROMLEY ET AL. samples (Cronbach’s alpha = .73, Gathercole et al., 2006), and good concurrent validity (r = .53 with a standardized English test; St. Clair-Thompson & Gathercole, 2006).”
BackgroundNavarro, D., Alvarado, M., Navarrete, F., Giner, M. J., Obregón, M.-J., Manzanares, J., & Berbel, P. J. (2015) · Frontiers in Neuroanatomy · doi:10.3389/fnana.2015.00009 · Cited by 50
van de Weijer‐Bergsma, E., Kroesbergen, E. H., Prast, E. J., & Luit, J. E. H. V. (2014) · Behavior Research Methods · doi:10.3758/s13428-014-0469-8 · Cited by 47
“…for brief periods of time and is an important predictor for academic performance in areas such as reading (De Weerdt, Desoete & Roeyers 2013; Gathercole, Alloway, Willis & Adams 2006; Swanson, Xinhua & Jerman 2009) and mathematics in particular (Bull, Espy & Wiebe 2008; Friso-van den Bos,…”
Sarver, D. E., Rapport, M. D., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.09.010 · Cited by 48
The multiple deficit model of dyslexia: what does it mean for identification and intervention?
Ring, J. J., & Black, J. L. (2018) · Annals of Dyslexia · doi:10.1007/s11881-018-0157-y · Cited by 48
Caviola, S., Mammarella, I. C., Lucangeli, D., & Cornoldi, C. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.10.010 · Cited by 47
Cassidy, A. R., White, M. T., DeMaso, D. R., Newburger, J. W., & Bellinger, D. C. (2016) · Neuropsychology · doi:10.1037/neu0000289 · Cited by 54
Haft, S. L., Caballero, J. N., Tanaka, H., Zekelman, L., Cutting, L. E., Uchikoshi, Y., & Hoeft, F. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101783 · Cited by 56
van de Weijer‐Bergsma, E., Kroesbergen, E. H., Jolani, S., & Luit, J. E. H. V. (2015) · Behavior Research Methods · doi:10.3758/s13428-015-0607-y · Cited by 46
“…scores were predictive of later math achievement as well as of later reading comprehension, which is consistent with the previous literature (Bull et al., 2008; Cain et al., 2004; De Weerdt et al., 2013; Gathercole et al., 2006; Raghubar et al., 2010; Savage et al., 2007; Swanson et al., 2009).”
BackgroundResultLibertus, M. E., Brannon, E. M., & Pelphrey, K. A. (2008) · NeuroImage · doi:10.1016/j.neuroimage.2008.10.027 · Cited by 46
“WM deficits have been linked to poor reading skills in both children and adults (Chiappe et al., 2000; Gathercole et al., 2006), and WM is also related to spelling performance, especially learning to spell (Ormrod and Cochran, 1988).”
Pascoe, L., Spencer‐Smith, M. M., Giallo, R., Seal, M. L., Georgiou‐Karistianis, N., Nosarti, C., Josev, E. K., Roberts, G., Doyle, L. W., Thompson, D. K., et al. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.04.005 · Cited by 54
Bauer, P. J., & Zelazo, P. D. (2014) · Child Development Perspectives · doi:10.1111/cdep.12080 · Cited by 53
Morita‐Mullaney, T., Renn, J., & Chiu, M. M. (2020) · TESOL Quarterly · doi:10.1002/tesq.592 · Cited by 49
Alloway, T. P., McCallum, F., Alloway, R. G., & Hoicka, E. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.03.013 · Cited by 54
Self-citationOn the importance of anchoring and the consequences of its impairment in dyslexia
Banai, K., & Ahissar, M. (2010) · Dyslexia · doi:10.1002/dys.407 · Cited by 50
Consistent use of proactive control and relation with academic achievement in childhood
Kubota, M., Hadley, L. V., Schaeffner, S., Könen, T., Meaney, J.-A., Bonnie Auyeung, B., Morey, C. C., Karbach, J., & Chevalier, N. (2020) · Cognition · doi:10.1016/j.cognition.2020.104329 · Cited by 49
“…to be critical for the development of reading and math abilities (Bull & Lee, 2014; Gathercole, Alloway, Willis, & Adams, 2006; Nevo & Breznitz, 2011; St Clair-Thompson & Gathercole, 2006), one may wonder whether working memory accounts for the link between proactive control and academic abilities.”
BackgroundThe cognitive profile of adult dyslexics and its relation to their reading abilities
Beidas, H., Khateb, A., & Breznitz, Z. (2013) · Reading and Writing · doi:10.1007/s11145-013-9428-5 · Cited by 53
Cognitive correlates of math skills in third-grade students
Männamaa, M., Kikas, E., Peets, K., & Palu, A. (2011) · Educational Psychology · doi:10.1080/01443410.2011.621713 · Cited by 44
“However, when children with specific learning problems generally tend to perform worse in Phonological WM and in phonological awareness tests (Gathercole et al., 2006), children with poor arithmetic skills could also have normal phonological WM (McLean & Hitch, 1999).”
BackgroundPascoe, L., Roberts, G., Doyle, L. W., Lee, K. J., Thompson, D. K., Seal, M. L., Josev, E. K., Nosarti, C., Gathercole, S. E., & Anderson, P. J. (2013) · BMC Pediatrics · doi:10.1186/1471-2431-13-144 · Cited by 49
“Importantly, the relationship between working memory and academic achievement appears to be independent of general intelligence, as this relationship persists after controlling for IQ and when restricted to children with average IQs [11,12].”
Self-citationHow do teachers in Ireland and England conceptualise dyslexia?
Bell, S., McPhillips, T., & Doveston, M. (2009) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2009.01419.x · Cited by 56
Nevo, E., & Breznitz, Z. (2012) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.09.004 · Cited by 44
Lum, J. A. G., Ullman, M. T., & Conti‐Ramsden, G. (2015) · Brain and Language · doi:10.1016/j.bandl.2015.01.008 · Cited by 44
A sequence learning impairment in dyslexia? It depends on the task
Henderson, L. M., & Warmington, M. (2016) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2016.11.002 · Cited by 45
Zhang, H., Chang, L., Chen, X., Ma, L., & Zhou, R. (2018) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2018.00154 · Cited by 53
“Numerous studies have indicated that WM capability is the most frequently impaired function in children with LDs (Gathercole et al., 2006; Maehler and Schuchardt, 2009; Pimperton and Nation, 2010; De Weerdt et al., 2013; Peng and Fuchs, 2014).”
BackgroundInfluentialStatistical learning abilities of children with dyslexia across three experimental paradigms
van Witteloostuijn, M., Boersma, P., Wijnen, F. N. K., & Rispens, J. (2019) · PLoS ONE · doi:10.1371/journal.pone.0220041 · Cited by 42
Common cortical architectures for phonological working memory identified in individual brains
Scott, T. L., & Perrachione, T. K. (2019) · NeuroImage · doi:10.1016/j.neuroimage.2019.116096 · Cited by 40
The Cognitive Element Model of Reading Instruction
Peng, P., & Goodrich, J. M. (2020) · Reading Research Quarterly · doi:10.1002/rrq.336 · Cited by 50
Swanson, H. L. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219411407866 · Cited by 42
Impaired stress awareness in Spanish children with developmental dyslexia
Jiménez‐Fernández, G., Palma, N. G., & Defior, S. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.11.002 · Cited by 42
Atypical lateralization of phonological working memory in developmental dyslexia
Xu, M., Yang, J., Siok, W. T., & Tan, L. H. (2014) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2014.07.004 · Cited by 44
Rowe, A., Titterington, J., Holmes, J., Henry, L. A., & Taggart, L. (2019) · Developmental Review · doi:10.1016/j.dr.2019.02.001 · Cited by 50
The efficacy of working memory training in improving crystallized intelligencePreprint
Alloway, T. P., & Alloway, R. G. (2009) · Nature Precedings · doi:10.1038/npre.2009.3697.1 · Cited by 42
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“Crucially, this pattern is also evident is typically developing students (Alloway & Alloway, in press), students with learning difficulties (Alloway, 2009), students with reading disabilities (Gathercole et al., 2006), and students with motor difficulties (Alloway, 2007a).”
BackgroundSelf-citation
Metadata
- Authors
- Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A.-M.
- Affiliations
- Durham University (GB)
- Liverpool John Moores University (GB)
- Corresponding author
- Gathercole, Susan Elizabeth
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2006-03
- Volume
- 93
- Issue
- 3
- Pages
- 265-281
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2133978923
- Semantic Scholar
- 4967bfaabe86456c103c4e6416d600fccbf3012d
- Cited by
- 795
- References
- 66
- Citations by year
- 2026: 13 · 2025: 26 · 2024: 26 · 2023: 28 · 2022: 40 · 2021: 35 · 2020: 37 · 2019: 47 · 2018: 43 · 2017: 41 · 2016: 52 · 2015: 59 · 2014: 60 · 2013: 53 · 2012: 54
- FWCI
- 30.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- Stirling Online Research Repository (University of Stirling) (submittedVersion, public-domain)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory, reading disorders, dyslexia, short-term memory, phonological awareness, phonological working memory, fluid intelligence, verbal ability, mathematical ability, reading skills, children, low IQ, visuospatial memory, language skills
- MeSH terms
- Aptitude, Awareness, Child, Discrimination Learning, Dyslexia, Educational Status, Female, Humans, Intelligence, Language Development Disorders, Male, Mathematics, Memory, Short-Term, Neuropsychological Tests, Pattern Recognition, Visual, Phonetics, Problem Solving, Reading, Mental Recall, Statistics as Topic, Verbal Learning, Comprehension
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