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
AI snapshot
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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26 Own result · 21 Not checked yet · 16 Own interpretation · 2 No basis given · 1 Own method
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).”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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 2, which incorporated phonological processing and complex memory span measures, the only significant independent predictor of mathematics scores was complex memory.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“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.”
plainn = 46- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“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.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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).”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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 short-term memory scores were significantly correlated only with complex memory and mathematics scores.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“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.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
“Reading ability was also significantly linked with the children's language and phonological processing abilities.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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).”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plainn = 46- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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).”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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”
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably 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
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably 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
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It 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.”
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably 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.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“| Performance IQ | -0.020 | 0.131 | -0.022 | -0.882 |”
Reported -0.882 · recomputed -0.152672
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Results
“with very small proportions performing in the 85+ range that can be classified as average (9% and 4%, respectively).”
§ Author Note
“| 81-85 | 0.78 | 0.35 | 0.87 | 0.33 | 0.46 | 0.57 | 0.65 |”
Citations
Cites
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798
Baddeley, A. D., & Hitch, G. (1974) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60452-1 · Cited by 9,860
The episodic buffer: a new component of working memory?
Baddeley, A. (2000) · Trends in Cognitive Sciences · doi:10.1016/s1364-6613(00)01538-2 · Cited by 7,359 · cited 1×
“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).”
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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Sorted by citations
Items 201–300 of 793
Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool
Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2014) · Early Education and Development · doi:10.1080/10409289.2015.975033 · Cited by 42
Lockl, K., Ebert, S., & Weinert, S. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.11.007 · Cited by 41
Schneider, W., & Niklas, F. (2017) · Journal of Intelligence · doi:10.3390/jintelligence5020026 · Cited by 42
“Interestingly, some studies also indicated that the association of low WM scores and learning disability is relatively independent of the level of IQ [22,24].”
BackgroundResultThe domain-specific approach of working memory training
Peng, P., & Swanson, H. L. (2022) · Developmental Review · doi:10.1016/j.dr.2022.101035 · Cited by 45
Preßler, A.-L., Krajewski, K., & Hasselhorn, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.10.005 · Cited by 40
An investigation of cognitive skills and behavior in high ability students
Alloway, T. P., & Elsworth, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.02.001 · Cited by 46
“This pattern of findings suggests that workingmemory skills and general ability are dissociable (see Alloway & Alloway, 2010; Cain et al., 2004; Gathercole et al., 2006).”
BackgroundSelf-citationBilingual advantages of working memory revisited: A latent variable examination
Soliman, A. M. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.02.005 · Cited by 44
“This test battery demonstrated very good psychometric properties on large samples of children of different ages (Alloway, 2007, 2011; Alloway, Bibile, & Lau, 2013; Alloway & Gregory, 2013; Alloway, Rajendran, & Archibald, 2009; Gathercole et al., 2006).”
BackgroundNeurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities
Frijters, J. C., Lovett, M. W., Steinbach, K. A., Wolf, M., Sevcik, R. A., & Morris, R. D. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410391185 · Cited by 56
Speech production deficits in early readers: predictors of risk
Foy, J. G., & Mann, V. A. (2011) · Reading and Writing · doi:10.1007/s11145-011-9300-4 · Cited by 42
“We found considerable evidence for the link between vocabulary, working memory, and reading proficiency that had been previously reported in the literature (Gathercole, Alloway, Willis, & Adams, 2006; Gathercole & Baddeley, 1993).”
The enigma of dyslexic musicians
Weiss, A. H., Granot, R., & Ahissar, M. (2013) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2013.12.009 · Cited by 43
Investigating graph comprehension in students with dyslexia: An eye tracking study
Kim, S., Lombardino, L. J., Cowles, W., & Altmann, L. J. P. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.03.043 · Cited by 39
Mathematical Learning Disabilities
Geary, D. C. (2010) · Advances in child development and behavior · doi:10.1016/b978-0-12-374748-8.00002-0 · Cited by 37
Zelazo, P. D., & Patricia, J. (2013) · Cited by 37
Fischbach, A., Könen, T., Rietz, C. S., & Hasselhorn, M. (2013) · Reading and Writing · doi:10.1007/s11145-013-9444-5 · Cited by 38
“However, a few studies report the opposite and found both visualspatial storage impairments (Bayliss et al., 2005; Gathercole et al., 2005; Menghini et al., 2011) as well as visual-spatial central-executive deficits (Smith-Spark & Fisk, 2007; Swanson, 1999; Swanson et al., 1996).”
BackgroundResultVandenbroucke, L., Verschueren, K., Desoete, A., Pirjo Aunio, A., Ghesquière, P., & Baeyens, D. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.08.004 · Cited by 38
Cognitive advantages of immersion education after 1 year: Effects of amount of exposure
Purić, D., Vuksanović, J., & Chondrogianni, V. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.02.011 · Cited by 45
Alzubi, T. M., Fernandez, R., Flores, J. C., Durán-Bouza, M., & Cotos, J. M. (2018) · IEEE Access · doi:10.1109/access.2018.2870575 · Cited by 44
“Although individuals are not born with a high degree of executive function skills, they have the potential to develop them [28].”
BackgroundNumber Processing and Calculation in Brazilian Children Aged 7-12 Years
dos Santos, F. D., da Silva, P. A., Ribeiro, F. S., Dias, A. L. R. P., Frigério, M. C., Dellatolas, G., & von Aster, M. (2012) · The Spanish Journal of Psychology · doi:10.5209/rev_sjop.2012.v15.n2.38862 · Cited by 25
Sigurdardottir, H. M., Friðriksdóttir, L. E., Guðjónsdóttir, S., & Kristjansson, A. K. (2018) · Cognition · doi:10.1016/j.cognition.2018.02.017 · Cited by 35
“Memory deficits have long been implicated in dyslexia, although most studies have revolved around verbal working memory (de Jong, 1998; Gathercole et al., 2006).”
BackgroundDevelopmental trajectories for children with dyslexia and low IQ poor readers.
Kuppen, S. E. A., & Goswami, U. (2016) · Developmental Psychology · doi:10.1037/a0040207 · Cited by 35
Aerobic exercise modulates transfer and brain signal complexity following cognitive training
Wang, C., Moreau, D., Yang, C.-T., Tsai, Y.-Y., Lin, J.-T., Liang, W., & Tsai, C. (2019) · Biological Psychology · doi:10.1016/j.biopsycho.2019.03.012 · Cited by 37
Endophenotypes for intelligence in children and adolescents
van Leeuwen, M., van den Berg, S. M., Hoekstra, R. A., & Boomsma, D. I. (2006) · Intelligence · doi:10.1016/j.intell.2006.09.008 · Cited by 37
“For instance, links have been found with reading ability (Cain, Oakhill, & Bryant, 2004;DeJongeD Gathercole,Alloway, Willis, & Adams, 2006 ) and solving mathematical problems (Adams & Hitch, 1997; Geary, Hoard, Byrd-Craven, & Catherine DeSoto, 2004; Swanson, 2004; Swanson& Beebe-Frankenberger,2004;Lee,Ng,Ng,& Lim, 200…”
Mental additions and verbal-domain interference in children with developmental dyscalculia
Mammarella, I. C., Caviola, S., Cornoldi, C., & Lucangeli, D. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.05.044 · Cited by 35
Training of Executive Functions in Children: A meta-analysis of cognitive training interventions
Birtwistle, E., Chernikova, O., Wünsch, M., & Niklas, F. (2025) · SAGE Open · doi:10.1177/21582440241311060 · Cited by 54
“Several studies established a closer link between poor executive functions and learning difficulties, memory deficits and attention-related difficulties (Gathercole et al., 2006; Martinussen et al., 2005; Marvel et al., 2019).”
Persistent spatial working memory deficits in rats following in utero RNAi of Dyx1c1
Szalkowski, C. E., Hinman, J. R., Threlkeld, S. W., Wang, Y., Lepack, A. E., Rosen, G. D., Chrobak, J. J., LoTurco, J. J., & FITCH, R. H. (2010) · Genes Brain & Behavior · doi:10.1111/j.1601-183x.2010.00662.x · Cited by 35
“…short-term memory deficits – including visuospatial memory deficits – are often comorbid with the phonological impairments that characterize developmental dyslexia and specific language impairment (Archibald & Gathercole 2006; Baddeley & Hitch 1974; Gathercole et al. 2006; Smith-Spark & Fisk 2007).”
InfluentialWorking memory in school-age children with and without a persistent speech sound disorder
Farquharson, K., Hogan, T. P., & Bernthal, J. E. (2017) · International Journal of Speech-Language Pathology · doi:10.1080/17549507.2017.1293159 · Cited by 36
Schoentgen, B., Gagliardi, G. P., & Defontaines, B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01814 · Cited by 44
Memória de trabalho fonológica: estudo comparativo entre diferentes faixas etárias
Grivol, M. A., & Hage, S. R. D. V. (2011) · Jornal da Sociedade Brasileira de Fonoaudiologia · doi:10.1590/s2179-64912011000300010 · Cited by 37
Vulchanova, M., Foyn, C. H., Nilsen, R. A., & Sigmundsson, H. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.07.016 · Cited by 35
Szalkowski, C. E., Booker, A. B., Truong, D. T., Threlkeld, S. W., Rosen, G. D., & FITCH, R. H. (2013) · Developmental Neuroscience · doi:10.1159/000348431 · Cited by 35
Richardson, F. M., Ramsden, S., Ellis, C., Heyes, S. B., Megnin‐Viggars, O., Catmur, C., Schofield, T. M., Leff, A. P., & Price, C. J. (2011) · Journal of Cognitive Neuroscience · doi:10.1162/jocn_a_00060 · Cited by 38
“Therefore, use of this task may have disproportionately increased concurrent processing demands in an impaired population of participants, which in turn engaged additional components of the working memory system in addition to the need to maintain this information within STM (Gathercole, Alloway, Willis, & Adams, 2006…”
A Fact Retrieval Account of the Acceleration Phenomenon
Nagler, T., Lindberg, S. I., & Hasselhorn, M. (2016) · Literacy studies · doi:10.1007/978-3-319-30478-6_7 · Cited by 34
The association between working memory and mathematical problem solving: A three-level meta-analysis
Ji, Z., & Guo, K. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1091126 · Cited by 58
Psychological Well‐being Trajectories of Individuals with Dyslexia Aged 3–11 Years
Jordan, J., & Dyer, K. F. W. (2017) · Dyslexia · doi:10.1002/dys.1555 · Cited by 35
Impairment in non-word repetition: a marker for language impairment or reading impairment?
Baird, G., Slonims, V., Simonoff, E. A., & Dworzynski, K. (2011) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.2011.03936.x · Cited by 34
“Impairments are conceptualized as a slowness in processing and ⁄ or a capacity limitation.(11) Tasks that require repetition of familiar words as well as unfamiliar words are used to assess phonological short-term memory, for example digit span (memorizing and repeating a list of numbers), word recall (repetition of m…”
BackgroundAragón, E., Guzmán, J. I. N., Villagrán, M. A., & Cerda, G. (2014) · Revista de Psicodidáctica · doi:10.1387/revpsicodidact.11088 · Cited by 33
Bolden, J., Rapport, M. D., Raiker, J. S., Sarver, D. E., & Kofler, M. J. (2012) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-012-9619-6 · Cited by 34
“This discovery is of particular importance due to the established contribution of phonological storage/rehearsal to reading and math performance (Gathercole et al. 2006; Swanson and Kim 2007), word recognition skills (Swanson and Howell 2001), and reading comprehension in children (Cain et al.”
BackgroundDevelopmental dyslexia and specific language impairment: distinct syntactic profiles?
Delage, H., & Durrleman, S. (2018) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2018.1437222 · Cited by 33
Roberts, G., Quach, J., Gold, L. H., Anderson, P. J., Rickards, F., Mensah, F. K., Ainley, J., Gathercole, S. E., & Wake, M. A. (2011) · BMC Pediatrics · doi:10.1186/1471-2431-11-57 · Cited by 34
“Over 90% of 6-11 year-old children with reading difficulties have low working memory skills [16].”
BackgroundSelf-citationThe contribution of executive functions to naming digits, objects, and words
Altani, A., Protopapas, A., & Georgiou, G. K. (2016) · Reading and Writing · doi:10.1007/s11145-016-9666-4 · Cited by 33
Sumner, C. R., Gathercole, S. E., Greenbaum, M., Rubin, R. L., Williams, D. W., Hollandbeck, M., & Wietecha, L. A. (2009) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/1753-2000-3-40 · Cited by 32
“The data suggesting that selective areas of working memory can be enhanced by atomoxetine is important, as poor working memory function appears to be a cognitive constraint on academic learning [8].”
Self-citationGiangiacomo, M. C. P. B., & Navas, A. L. (2008) · Revista da Sociedade Brasileira de Fonoaudiologia · doi:10.1590/s1516-80342008000100012 · Cited by 32
Investigating multiple source use among students with and without dyslexia
Andresen, A., Anmarkrud, Ø., & Bråten, I. (2018) · Reading and Writing · doi:10.1007/s11145-018-9904-z · Cited by 36
“…fluent and accurate word decoding can be conceived of as a “bottleneck” of reading comprehension because processing capacity allocated to the more basic technical aspects of reading leaves less capacity for higher order processing and storage (e.g., Gathercole et al., 2006; Just & Carpenter, 1992).”
BackgroundOber, T. M., Brooks, P. J., Plass, J. L., & Homer, B. D. (2019) · Reading Psychology · doi:10.1080/02702711.2019.1635239 · Cited by 40
Reading, arithmetic, and task orientation—How are they related?
Lundberg, I., & Sterner, G. (2006) · Annals of Dyslexia · doi:10.1007/s11881-006-0016-0 · Cited by 31
“Both domains seem to require a well-functioning, working memory including executive functions and storage (phonological loop) (Geary, 2004; Gathercole, Alloway, Willis, & Adams, 2006 ).”
BackgroundBiotteau, M., Albaret, J., Lelong, S., & Chaix, Y. (2016) · Child Neuropsychology · doi:10.1080/09297049.2015.1127339 · Cited by 31
Intelligence, Working Memory, and Learning Disabilities
Swanson, H. L. (2014) · Elsevier eBooks · doi:10.1016/b978-0-12-410388-7.00010-5 · Cited by 33
Foy, J. G. (2014) · International Education Research · doi:10.12735/ier.v2i2p19 · Cited by 34
“~ 19 ~ Keywords: cognitive training, working memory, executive control, self-regulation, beginning reader Abbreviations: Adaptive Cognitive Training (ACT); Executive Control (EC); Inhibitory Control (IC); Working Memory (WM)”
BackgroundDifferential Ability Scales–II prediction of reading performance: Global scores are not enough
Elliott, C. D., Hale, J. B., Fiorello, C. A., Dorvil, C., & Moldovan, J. (2010) · Psychology in the Schools · doi:10.1002/pits.20499 · Cited by 31
Can verbal working memory training improve reading?
Banales, E., Kohnen, S., & McArthur, G. M. (2015) · Cognitive Neuropsychology · doi:10.1080/02643294.2015.1014331 · Cited by 30
Morita‐Mullaney, T., Renn, J., & Chiu, M. M. (2020) · International Multilingual Research Journal · doi:10.1080/19313152.2020.1753930 · Cited by 30
Kindergarteners’ performance in a sound–symbol paradigm predicts early reading
Horbach, J., Scharke, W., Cröll, J., Heim, S., & Günther, T. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.06.007 · Cited by 30
Component skills of text comprehension in less competent Chinese comprehenders
Leong, C. K., Hau, K., Tse, S. K., & Loh, E. K. Y. (2007) · Annals of Dyslexia · doi:10.1007/s11881-007-0004-z · Cited by 30
“Verbal working memory has been found to explain the poor reading performance of reading disabled children (Bayliss, Jarrold, Baddeley, & Leigh, 2005; de Jong, 1998; Gathercole, Alloway, Willis, & Adams, 2006; Nation, Adams, Bowyer-Crane, S Swanson, 2003; Swanson & Alexander, 1997) and to differentiate subgroups of chi…”
BackgroundThe effects of Kiaa0319 knockdown on cortical and subcortical anatomy in male rats
Szalkowski, C. E., Fiondella, C. G., Truong, D. T., Rosen, G. D., LoTurco, J. J., & FITCH, R. H. (2012) · International Journal of Developmental Neuroscience · doi:10.1016/j.ijdevneu.2012.11.008 · Cited by 29
“…processing (Kovelman et al., 2012; Melby-Lervag et al., 2012; Peyrin et al., 2012), short term and/or working memory (Beneventi et al., 2010; Gathercole et al., 2006; Menghini et al., 2010, 2011; Smith-Spark and Fisk, 2007), visuospatial attention (Franceschini et al., 2012; Gabrieli and…”
BackgroundResting-state functional connectivity and reading subskills in children
Cross, A. M., Ramdajal, R., Peters, L., Vandermeer, M. R. J., Hayden, E. P., Frijters, J. C., Steinbach, K. A., Lovett, M. W., Archibald, L. M. D., & Joanisse, M. F. (2021) · NeuroImage · doi:10.1016/j.neuroimage.2021.118529 · Cited by 27
“Reading competence is also related to skills such as phonological awareness (Gathercole et al., 2006), listening comprehension (Catts et al.”
The predictive ability of IQ and Working Memory scores in literacy in an adult population
Alloway, T. P., & Gregory, D. (2012) · International Journal of Educational Research · doi:10.1016/j.ijer.2012.10.004 · Cited by 30
Self-citationCognitive and brain systems underlying early mathematical development
Geary, D. C., & Moore, A. M. (2016) · Progress in brain research · doi:10.1016/bs.pbr.2016.03.008 · Cited by 35
“, 2004; Kyllonen and Christal, 1990), whereas others argue that although measures of each construct are significantly correlated, each taps independent competencies (Embretson, 1995; Gathercole et al., 2006; Jurden, 1995).”
Benyakorn, S., Calub, C. A., Riley, S. J., Schneider, A., Iosif, A., Solomon, M., Hessl, D. R., & Schweitzer, J. B. (2018) · JMIR Mental Health · doi:10.2196/mental.9564 · Cited by 32
“WM performance is highly predictive of individual differences in verbal and visuospatial memory span and reasoning [16], general fluid intelligence [17], reading comprehension difficulties [18-21], mathematical difficulties [22-24], and attention deficit hyperactivity disorder (ADHD) symptoms [25,26].”
BackgroundLongo, C. A., Fried, P. A., Cameron, I. G. M., & Smith, A. (2013) · Neurotoxicology and Teratology · doi:10.1016/j.ntt.2013.05.007 · Cited by 29
“In fact, a plethora of research has shown that executive dysfunction leads to impairments in many of these domains, which could impede achievements (Ellis et al., 2009; Gathercole et al., 2006; Schoemaker et al., 2013).”
BackgroundEarly numeracy in cerebral palsy: review and future research
van Rooijen, M., Verhoeven, L. T. W., & Steenbergen, B. (2010) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.2010.03834.x · Cited by 33
“Although the role of visual–spatial capacities is not unambiguous (e.g. Gathercole et al.47), the ability to form visual representations seems highly relevant for the development of mathematical skills.”
Background(How) Are Executive Functions Actually Related to Arithmetic Abilities?
Archambeau, K., & Gevers, W. (2018) · Elsevier eBooks · doi:10.1016/b978-0-12-811529-9.00016-9 · Cited by 26
Does processing speed mediate the effect of pediatric traumatic brain injury on working memory?
Gorman, S. A., Barnes, M. A., Swank, P. R., Prasad, M. R., Cox, C. S., & Ewing‐Cobbs, L. (2015) · Neuropsychology · doi:10.1037/neu0000214 · Cited by 27
“Processing speed (PS) and working memory (WM) are core abilities that support learning (Gathercole, Alloway, Willis, & Adams, 2006; Espy et al., 2004).”
BackgroundCockcroft, K. (2014) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2014.964172 · Cited by 28
Barbosa, P. G., Jiang, Z., & Nicoladis, E. (2017) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2017.1314445 · Cited by 26
Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental
Tenório, S. M. P. D. C. P., & de Ávila, C. R. B. (2011) · Revista CEFAC · doi:10.1590/s1516-18462011005000099 · Cited by 26
Note‐Taking and Secondary Students with Learning Disabilities: Challenges and Solutions
Boyle, J. R. (2012) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2012.00354.x · Cited by 26
Cognitive processes and digital reading
Wylie, J., Thomson, J., Leppänen, P. H. T., Ackerman, R., Kanniainen, L., & Prieler, T. (2018) · Studies in written language and literacy · doi:10.1075/swll.17.03wyl · Cited by 27
Owens, M. M., McNally, S. M., Petker, T. D., Amlung, M. T., Balodis, I. M., Sweet, L. H., & MacKillop, J. (2018) · Neuropsychopharmacology · doi:10.1038/s41386-018-0240-4 · Cited by 25
The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade
Shvartsman, M., & Shaul, S. (2023) · Children · doi:10.3390/children10081285 · Cited by 36
“Regarding the visual spatial component, some studies show that it does not bear any effect on reading skills [49], while others report this component to be deficient among both children and adults with reading disabilities [45,50].”
BackgroundReading comprehension in university students: relevance of PASS theory of intelligence
Georgiou, G. K., & Das, J. P. (2012) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2012.01542.x · Cited by 25
Liew, J., Erbeli, F., Nyanamba, J. M., & Li, D. (2020) · Reading Psychology · doi:10.1080/02702711.2020.1783145 · Cited by 34
Maziero, S., Tallet, J., Bellocchi, S., Jover, M., Chaix, Y., & Jucla, M. (2020) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803395.2020.1798880 · Cited by 25
Frijters, J. C., Lovett, M., Sevcik, R., & Morris, R. (2012) · Reading & Writing · doi:10.1007/s11145-012-9418-z
Delcenserie, A., & Genesee, F. H. (2013) · Journal of Child Language · doi:10.1017/s030500091300041x · Cited by 24
Swanson, H. L. (2011) · Intelligence · doi:10.1016/j.intell.2011.10.001 · Cited by 25
Nevo, E., & Bar‐Kochva, I. (2015) · Mind Brain and Education · doi:10.1111/mbe.12084 · Cited by 26
Alloway, T. P., Tewolde, F., Skipper, D., & Hijar, D. (2017) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2017.04.013 · Cited by 25
“Students with dyslexia also display overlapping arithmetic disabilities (Dirks, Spyer, & de Sonneville, 2008; Gathercole et al., 2006), and arithmetic (declarative knowledge of math) appears to be impaired in those with SLI (Fazio, 1996; also Alt, Arizmendi, & Beal, 2014).”
BackgroundSelf-citationCalub, C. A., Rapport, M. D., Friedman, L. M., & Eckrich, S. J. (2019) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-019-09728-z · Cited by 30
Jerman, O., Reynolds, C. A., & Swanson, H. L. (2012) · Learning Disability Quarterly · doi:10.1177/0731948712444276 · Cited by 24
Daikhin, L., Raviv, O., & Ahissar, M. (2017) · Journal of Speech Language and Hearing Research · doi:10.1044/2016_jslhr-h-16-0114 · Cited by 26
Boudreau, D. M., & Costanza-Smith, A. (2011) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2010/09-0088 · Cited by 23
Phonological awareness and working memory: Comparisons between South African and British children
Cockcroft, K., & Alloway, T. P. (2012) · Southern African Linguistics and Applied Language Studies · doi:10.2989/16073614.2012.693706 · Cited by 23
“Working memory ability has similarly been shown to be a significant predictor of reading achievement independently of measures of phonological skills (e.g. Gathercole et al., 2004; Gathercole et al., 2006; Alloway, 2009).”
BackgroundSelf-citationSmalle, E. H. M., Szmalec, A., Bogaerts, L., Page, M. P. A., Narang, V., Misra, D., Araújo, S., Lohagun, N., Khan, O., Singh, A. B., et al. (2019) · Cognition · doi:10.1016/j.cognition.2019.01.012 · Cited by 28
“…for serial-order information, not item information (Majerus & Boukebza, 2013; Ordonez-Magro, Attout, Szmalec & Majerus, 2018; Romani, Tsouknida, & Olson, 2015), supports lexical development (Gathercole, Service, Hitch, Adams, & Martin, 1999; Gathercole, 2006; Gupta, 2003; Page & Norris, 2009).”
Ramezani, M. H., Behzadipour, S., Pourghayoomi, E., Joghataei, M. T., Shirazi, E., & Fawcett, A. J. (2021) · BMC Neuroscience · doi:10.1186/s12868-021-00660-1 · Cited by 26
A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity
Luoni, C., Scorza, M., Stefanelli, S., Fagiolini, B., & Termine, C. (2022) · Journal of Learning Disabilities · doi:10.1177/00222194221102925 · Cited by 25
“Working memory is the ability to store information while doing other cognitively draining tasks (Gathercole et al., 2006), and many studies have shown that poor working memory is a primary cognitive signature of dyscalculia (Allen et al., 2020; Andersson, 2008; Swanson & Sachse-Lee, 2001).”
BackgroundPerfil cognitivo de niños con bajos rendimientos en comprensión lectora
Juric, L. C., Andrés, M. L., Burín, D. I., & Urquijo, S. (2013) · Anales de Psicología · doi:10.6018/analesps.29.3.138221 · Cited by 23
Heterozygous deletion of the LRFN2 gene is associated with working memory deficits
Thévenon, J., Souchay, C., Seabold, G. K., Dygai‐Cochet, I., Callier, P., Gay, S., Corbin, L., Duplomb, L., Thauvin‐Robinet, C., Masurel, A., et al. (2015) · European Journal of Human Genetics · doi:10.1038/ejhg.2015.221 · Cited by 22
Billard, C., Bricout, L., Ducot, B., Richard, G., Ziegler, J. C., & Fluss, J. (2010) · Revue d Épidémiologie et de Santé Publique · doi:10.1016/j.respe.2009.11.002 · Cited by 23
Screening for Working Memory Deficits in the Classroom
Normand, S., & Tannock, R. (2012) · Journal of Attention Disorders · doi:10.1177/1087054712445062 · Cited by 23
Gender‐specific contribution of a visual cognition network to reading abilities
Huestegge, L., Heim, S., Zettelmeyer, E., & Lange‐Küttner, C. (2011) · British Journal of Psychology · doi:10.1111/j.2044-8295.2011.02050.x · Cited by 23
“Similar to previous studies (e.g., Gathercole et al., 2006; McDougall, Hulme, Ellis, & Monk, 1994; Scanlon & Vellutino, 1997), there was no significant correlation between VSTM (amount of errors in the BVRT) and reading accuracy (NARA raw scores), r = −.24, ns, in the whole sample.”
ResultCognitive correlates of mathematical disabilities in children with velo-cardio-facial syndrome.
Smedt, B. D., Swillen, A., Devriendt, K., Fryns, J. P., Verschaffel, L., Boets, B., & Ghesquière, P. (2008) · PubMed · Cited by 23
Nevo, E., & Breznitz, Z. (2013) · Child Neuropsychology · doi:10.1080/09297049.2013.863272 · Cited by 23
“Given the importance of the WM system in reading acquisition and development (Gathercole et al., 2006; Nevo & Breznitz, 2013), it can be hypothesized that training WM abilities may affect the enhancement of reading skills in different populations.”
BackgroundBattisti, A., Lazzaro, G., Costanzo, F., Varuzza, C., Rossi, S., Vicari, S., & Menghini, D. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.986242 · Cited by 22
“Several studies have shown that children with DD often have difficulties in phonological and non-phonological skills, such as in working memory (Gathercole et al., 2006; Beneventi et al., 2010; Wolf et al., 2010; Menghini et al., 2011), auditory and visual selective attention (Hari and Renvall, 2001; Bosse et al.”
BackgroundEffects of computerized cognitive training for children with dyslexia: An ERP study
Lotfi, S., Rostami, R., Shokoohi–Yekta, M., Ward, R. T., Yeganeh, N. M., Mathew, A. S., & Lee, H. (2020) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2020.100904 · Cited by 22
“…sample in Loosli et al. (2012), the current dyslexic sample may be characterized by signi fi cant neurocognitive de fi cits (Evans et al., 2011; Gathercole et al., 2006; Giovagnoli et al., 2016; Shiran & Breznitz, 2011) and the e ff ects of training on functional outcomes may have been rendered…”
BackgroundWorking Memory Training and Transfer: Theoretical and Practical Considerations
Jaeggi, S. M., & Buschkuehl, M. (2014) · Springer proceedings in mathematics & statistics · doi:10.1007/978-3-319-07755-0_2 · Cited by 24
“[37, 49, 116]).”
Using online cognitive tasks to predict mathematics low school achievement
Luft, C. D. B., Gomes, J. S., Priori, D., & Takase, E. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.04.001 · Cited by 22
Longo, C. A., Fried, P. A., Cameron, I. G. M., & Smith, A. (2014) · Drug and Alcohol Dependence · doi:10.1016/j.drugalcdep.2014.08.006 · Cited by 178
“…for a wide range of cognitive skills such as language comprehension, learning and reasoning (Baddeley, 1992) and individuals with working memory deficits are at an Page 5 of 44 Ac ce pt ed M an us cr ip t 5 increased risk for reading difficulties (Gathercole et al., 2006; Kibby and Cohen, 2008).”
BackgroundDevelopmental and individual differences in the precision of visuospatial memory
Sarigiannidis, I., Crickmore, G., & Astle, D. E. (2016) · Cognitive Development · doi:10.1016/j.cogdev.2016.02.004 · Cited by 21
Lieto, M., Pecini, C., Brovedani, P., Sgandurra, G., Dell’Omo, M., Chilosi, A. M., Guzzetta, A., Perazza, S., Sicola, E., & Cioni, G. (2021) · Frontiers in Neurology · doi:10.3389/fneur.2020.601148 · Cited by 24
The Specificity Principle in Young Dual Language Learners’ English Development
Sun, H. Q., Bornstein, M. H., & Esposito, G. (2021) · Child Development · doi:10.1111/cdev.13558 · Cited by 22
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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