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
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).”
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.
Cited by
Sorted by citations
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Academic Outcomes in Individuals With Childhood-Onset Epilepsy: Mediating Effects of Working Memory
Danguecan, A. N., & Smith, M. L. (2017) · Journal of the International Neuropsychological Society · doi:10.1017/s135561771700008x · Cited by 24
“…studies on both typically developing children (Alloway & Elsworth, 2012) as well as children with learning disabilities (De Weerdt et al., 2013; Gathercole et al., 2006; Maehler & Schuchardt, 2009) have shown that working memory abilities are useful for predicting a range of academic skills.”
BackgroundWorking memory updating as a predictor of academic attainment
Lechuga, M. T., Pelegrina, S., Peláez-Alfonso, J. L., Martín‐Puga, M. E., & Justicia‐Galiano, M. J. (2014) · Educational Psychology · doi:10.1080/01443410.2014.950193 · Cited by 24
Progress in reading and spelling of dyslexic children is not affected by executive functioning
Walda, S., van Weerdenburg, M., Wijnants, M. L., & Bosman, A. M. T. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.08.013 · Cited by 25
Neural correlates of working memory training: An fMRI meta-analysis
Zhang, Y., Fu, J., & Zhao, X. (2024) · NeuroImage · doi:10.1016/j.neuroimage.2024.120885 · Cited by 20
“…system responsible for the temporary maintenance and manipulation of relevant information to successfully perform complex cognitive tasks, such as learning, reading comprehension, and problem-solving (Baddeley, 2003; Gathercole et al., 2006; Jonides et al., 2008; Shah and Miyake, 1999).”
BackgroundBermejo, J. L., Valldecabres, R., Villarrasa-Sapiña, I., Monfort-Torres, G., Marco-Ahulló, A., & Couto, B. R. D. (2022) · PeerJ · doi:10.7717/peerj.13000 · Cited by 25
“On the other hand, we should not forget that working memory enables the temporary storage and manipulation of the information needed to perform complex cognitive tasks, such as language understanding, learning and reasoning (Gathercole et al., 2006).”
BackgroundThe developmental influence of primary memory capacity on working memory and academic achievement.
Hall, D., Jarrold, C., Towse, J. N., & Zarandi, A. L. (2015) · Developmental Psychology · doi:10.1037/a0039464 · Cited by 22
Banai, K., & Ahissar, M. (2009) · Learning & Perception · doi:10.1556/lp.1.2009.1.9 · Cited by 21
“Such an impairment may derive from attentional (Willcutt and Pennington, 2000; Hari and Renvall, 2001; Roach and Hogben, 2008) or working memory (Torgesen, 1988; Swanson, 1993; Swanson and Sachse-Lee, 2001; Gathercole et al., 2006) difficulties that often accompany LD.”
BackgroundCognitive factors contributing to spelling performance in children with prenatal alcohol exposure.
Glass, L., Graham, D. M., Akshoomoff, N. A., & Mattson, S. N. (2015) · Neuropsychology · doi:10.1037/neu0000185 · Cited by 20
“Working memory may act as a “bottleneck” for learning in classrooms, and effective management and consideration of the working memory load may facilitate instruction for associated problems in spelling and reading (Gathercole et al., 2006).”
BackgroundEvaluating the impact of working memory training programmes on children – a systematic review
Randall, L., & Tyldesley, K. (2016) · Educational and Child Psychology · doi:10.53841/bpsecp.2016.33.1.34 · Cited by 21
Comprensión Lectora y Cálculo Matemático: El Rol de la Memoria de Trabajo en Niños de Edad Escolar
Vernucci, S., Juric, L. C., Andrés, M. L., & Burín, D. I. (2017) · Psykhe (Santiago) · doi:10.7764/psykhe.26.2.1047 · Cited by 43
“…tiene un rol importante en el cálculo aritmético, ya que este componente permite mantener en un estado activo la información numérica relevante para la resolución del problema (Alloway & Passolunghi, 2011; Gathercole et al., 2006; Geary, Hoard, Nugent & Byrd-Craven, 2008; Hecht et al., 2001).”
BackgroundPoon, K., Ho, M. S. H., & Chou, K. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e11121 · Cited by 29
Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children
Murphy, C. F. B., Moore, D. R., & Schochat, E. (2015) · PLoS ONE · doi:10.1371/journal.pone.0135422 · Cited by 18
Speech‐evoked auditory brainstem responses reflect familial and cognitive influences
Hornickel, J., Lin, D., & Kraus, N. (2012) · Developmental Science · doi:10.1111/desc.12009 · Cited by 19
Gordon, R., Smith-Spark, J. H., Newton, E. J., & Henry, L. A. (2019) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2019.104736 · Cited by 19
“Understanding individual differences in children’s WM in primary school is important because they can explain variability in high-level cognition (HLC) including reading (Gathercole et al., 2006; Seigneuric et al., 2000; Towse et al., 2008) and mathematics (Alloway & Passolunghi, 2011; Berg, 2008; Bull & Scerif, 2001;…”
BackgroundPredicting Reading Comprehension in Arabic-Speaking Middle Schoolers Using Linguistic Measures
Asadi, I. A. (2020) · Reading Psychology · doi:10.1080/02702711.2020.1726846 · Cited by 19
Latent Profile Analysis of Working Memory Performance in a Sample of Children with ADHD
Gomez, R., Gomez, R. M., Winther, J., & Vance, A. L. A. (2014) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-014-9878-5 · Cited by 19
“Existing findings for WM in general indicate that older age (for review, see Best and Miller 2010), higher IQ (for a review see Fry and Hale 2000), and better reading ability (Gathercole et al. 2006) are positively associated with better WM.”
InfluentialWilding, J. P. H., Andrews, B., & Hejdenberg, J. (2006) · Memory · doi:10.1080/09658210601106447 · Cited by 18
“The basic model of working memory incorporates a central executive control system tha t organises attentional focus and processing sequences, plus dedicated memory components, and th e contribution to these components to a variety of aspects of cognitive development and per formance has been assessed (Gathercole, Allo…”
BackgroundChildren in Regular and Special Needs Classes: Cognitive and Non-Cognitive Aspects
Michel, E., & Roebers, C. M. (2008) · Swiss Journal of Psychology · doi:10.1024/1421-0185.67.4.249 · Cited by 19
Alterações das funções executivas em crianças e adolescentes
Dias, N. M., Menezes, A., & Seabra, A. G. (2010) · Estudos Interdisciplinares em Psicologia · doi:10.5433/2236-6407.2010v1n1p80 · Cited by 20
Speech Perception and Working Memory in Children with Residual Speech Errors: A Case Study Analysis
Farquharson, K., Hogan, T. P., & Cabbage, K. L. (2015) · Seminars in Speech and Language · doi:10.1055/s-0035-1562907 · Cited by 19
“This ability has been shown to significantly contribute to performance in crucial activities such as reading, word learning, mathematical processing, and reasoning.(41) There is evidence that children with RSEs demonstrate phonological working memory deficits as measured by performance on nonword repetition tasks, eve…”
BackgroundRaiker, J. S., Friedman, L. M., Orban, S. A., Kofler, M. J., Sarver, D. E., & Rapport, M. D. (2017) · Journal of Attention Disorders · doi:10.1177/1087054716686182 · Cited by 21
Boulet‐Craig, A., Robaey, P., Laniel, J., Bertout, L., Drouin, S., Krajinović, M., Laverdière, C., Sinnett, D., Sultan, S., & Lippé, S. (2018) · Pediatric Blood & Cancer · doi:10.1002/pbc.27259 · Cited by 19
Working Memory in Portuguese Children With Developmental Dyslexia
Moura, O., Simões, M. R., & Pereira, M. A. M. (2014) · Applied Neuropsychology Child · doi:10.1080/21622965.2014.885389 · Cited by 19
“Numerous studies have shown that CE predicted variance in reading decoding (Gathercole et al., 2006; Jerman et al., 2012; Nevo & Breznitz, 2011; Swanson & Ashbaker, 2000), reading comprehension (Sesma, Mahone, Levine, Eason, & Cutting, 2009; Swanson & Jerman, 2007), reading fluency (Berninger et…”
BackgroundResultChildren with Cochlear Implants : Cognition and Reading Ability
Wass, M. (2009) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 18
Ethical and Empirical Considerations in the Identification of Learning Disabilities
Dombrowski, S. C., & Gischlar, K. L. (2014) · Journal of Applied School Psychology · doi:10.1080/15377903.2013.869786 · Cited by 18
“As Gorsuch (1983) noted, confidence in a factor structure may be engendered when there is greater convergence evidence among multiple methods of factor analysis.”
BackgroundBosman, A. M. T., & Janssen, M. (2017) · Reading and Writing · doi:10.1007/s11145-017-9760-2 · Cited by 20
Working memory resources in children: stability and relation to subsequent academic skills
Kyttälä, M., Kanerva, K., Munter, I., & Björn, P. M. (2019) · Educational Psychology · doi:10.1080/01443410.2018.1562046 · Cited by 24
Piotrowska, B., & Willis, A. (2019) · Vision Research · doi:10.1016/j.visres.2019.03.007 · Cited by 18
Rendall, A. R., Tarkar, A., Contreras-Mora, H. M., LoTurco, J. J., & FITCH, R. H. (2015) · Brain and Language · doi:10.1016/j.bandl.2015.04.008 · Cited by 18
Problems and limitations in studies on screening for language delay
Eriksson, M., Westerlund, M., & Miniscalco, C. (2010) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2010.04.019 · Cited by 18
Working memory and learning disabilities
Malekpour, M., Aghababaei, S., & Abedi, A. (2013) · International Journal of Developmental Disabilities · doi:10.1179/2047387711y.0000000011 · Cited by 19
“However, there is little agreement on the exact nature and composition of these components (Gathercole et al., 2006).”
BackgroundSpelling Processes of Children with Nonsyndromic Cleft Lip and/or Palate: A Preliminary Study
Lee, K. S. M., Young, S. E.-L., Liow, S. J. R., & Purcell, A. A. (2014) · The Cleft Palate-Craniofacial Journal · doi:10.1597/13-120 · Cited by 19
“These memory processes have been found to influence language learning and higher-order reasoning (Eliason and Richman, 1990; Montgomery, 2002; Gathercole et al., 2006).”
BackgroundSingleton, C. (2009) · Cited by 18
Siffredi, V., Barrouillet, P., Spencer‐Smith, M. M., Vaessen, M. J., Anderson, V. A., & Vuilleumier, P. O. (2017) · PLoS ONE · doi:10.1371/journal.pone.0179959 · Cited by 18
“This is usually measured by the increase in the amount of information that can be retained and transformed using complex memory span tasks that require maintaining information for further recall while performing a concurrent activity [7].”
BackgroundGenetic Covariance Structure of Reading, Intelligence and Memory in Children
van Leeuwen, M., van den Berg, S. M., Peper, J. S., Pol, H. E. H., & Boomsma, D. I. (2009) · Behavior Genetics · doi:10.1007/s10519-009-9264-1 · Cited by 18
“Kercher and Sandoval (1991) and Swanson and Ashbaker (2000) indeed found that children with reading disability performed poorly on STM tasks but Gathercole et al. (2006) and Swanson and Jerman (2007) did not find a relation between reading disability and STM.”
InfluentialFord, N. J. (2011) · IGI Global eBooks · doi:10.4018/978-1-59904-741-6.ch002 · Cited by 19
Studer-Luethi, B., Törmänen, M. R. K., Margelisch, K., Hogrefe, A. B., & Perrig, W. J. (2022) · Journal of Cognitive Enhancement · doi:10.1007/s41465-022-00242-x · Cited by 19
“WM capacity is a crucial factor for learning and the ability to retrieve knowledge (Gathercole et al., 2006).”
BackgroundFunctional MRI evidence for the importance of visual short‐term memory in logographic reading
Koyama, M. S., Stein, J. F., Stoodley, C. J., & Hansen, P. (2010) · European Journal of Neuroscience · doi:10.1111/j.1460-9568.2010.07534.x · Cited by 17
“In contrast, VSTM plays a less important role in learning non-logographic words, such as in English (Gathercole et al., 2006) and Japanese Kana (Koyama et al.”
InfluentialCommon Brain Structure Findings Across Children with Varied Reading Disability Profiles
Eckert, M. A., Vaden, K. I., Maxwell, A., Cute, S. L., Gebregziabher, M., Berninger, V. W., Beaulieu, C., Castellanos, X. V., Chiarello, C., Conway, T. L., et al. (2017) · Scientific Reports · doi:10.1038/s41598-017-05691-5 · Cited by 18
Moss, M. C., Earl, V., Moss, L., & Heffernan, T. (2017) · Advances in Chemical Engineering and Science · doi:10.4236/aces.2017.74032 · Cited by 17
“74032 452 Advances in Chemical Engineering and Science [24], with clear suggestions that as a predictor of subsequent achievement working memory is better than IQ [25], especially for those with learning difficulties [26] [27].”
Improving short-term and working memory: Methods of memory training
Clair‐Thompson, H. S. (2008) · Northumbria Research Link (Northumbria University) · doi:10.25405/ncl.34210533 · Cited by 17
Differences between Children with and Without Spelling Disability
Richards, T. L., Berninger, V. W., Winn, W. D., Swanson, H. L., & Stock, O. L. P. (2009) · Journal of Writing Research · doi:10.17239/jowr-2009.01.02.1 · Cited by 18
Reading as a Predictor of Complex Syntax. The Case of Relative Clauses
Cilibrasi, L., Adani, F., & Tsimpli, I. M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01450 · Cited by 17
Working Memory in ADHD: A Comparison of British and South African Children
Alloway, T. P., & Cockcroft, K. (2014) · Journal of Attention Disorders · doi:10.1177/1087054711417397 · Cited by 16
“Common characteristics of working memory impairments in the classroom include failing to remember instructions and difficulty in completing learning activities, thereby jeopardizing future academic success (Alloway, Gathercole, Kirkwood, & Elliott, 2009b; Gathercole et al., 2006).”
BackgroundSelf-citationNyroos, M., & Wiklund‐Hörnqvist, C. (2011) · Educational Psychology · doi:10.1080/01443410.2011.643578 · Cited by 22
“The majority of pupils with learning difficulties in school seem to have poor working memory skills (Gathercole, Alloway, Willis, & Adams, 2006 ; Pickering & Gathercole, 2004 ).”
BackgroundDual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
Steele, J., Slater, R. O., Li, J. S. Y., Zamarro, G., Miller, T., & Bacon, M. (2018) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373718779457 · Cited by 16
What components of working memory are associated with children's reading skills?
Morris, B. M., & Lonigan, C. J. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102114 · Cited by 24
The Studies about Phonological Deficit Theory in Children with Developmental Dyslexia: Review
Çaylak, E. (2010) · doi:10.3844/amjnsp.2010.1.12 · Cited by 16
Alloway, T. P., & Carpenter, R. K. (2020) · The Educational and Developmental Psychologist · doi:10.1017/edp.2020.1 · Cited by 16
Self-citationDevelopment of Young Children’s Time Perception: Effect of Age and Emotional Localization
Qu, F., Shi, X., Zhang, A., & Gu, C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.688165 · Cited by 20
“Although there is considerable evidence that working memory abilities increase between 5 and 11 years of age (Gathercole et al., 2006), the working memory abilities of young children would still be at a relatively low level.”
BackgroundMainela‐Arnold, E., Misra, M., Miller, C., Poll, G. H., & Park, J. S. (2011) · International Journal of Language & Communication Disorders · doi:10.1111/j.1460-6984.2011.00080.x · Cited by 16
Cognitive and linguistic factors affecting alphasyllabary language users comprehending Chinese text
Shum, M. S. K., Ki, W. W., & Leong, C. K. (2014) · Reading in a Foreign Language · doi:10.64152/10125/66689 · Cited by 16
Una perspectiva cognitiva en el estudio de la comprensión de textos
Abusamra, V., Cartoceti, R. V., Raiter, A., & Ferreres, A. (2008) · Psico · Cited by 16
Executive function assessment in New Zealand 2-year olds born at risk of neonatal hypoglycemia
Ansell, J. M., Wouldes, T. A., Harding, J. E., & on behalf of the CHYLD Study group (2017) · PLoS ONE · doi:10.1371/journal.pone.0188158 · Cited by 18
Kanevski, M., Booth, J. N., Oldridge, J., McDougal, E., Stewart, T. M., McGeown, S. P., & Rhodes, S. (2021) · Child Neuropsychology · doi:10.1080/09297049.2021.1985444 · Cited by 17
“…memory has been identified as an important predictor of mathematics performance, although studies yield mixed results on the relative contributions of phonological and visuospatial storage domains (Bull et al., 2008; Gathercole et al., 2006; Passolunghi et al., 2014; Swanson & Kim, 2007).”
ResultWhite matter correlates of reading subskills in children with and without reading disability
Cross, A. M., Lammert, J. M., Peters, L., Frijters, J. C., Ansari, D., Steinbach, K. A., Lovett, M. W., Archibald, L. M. D., & Joanisse, M. F. (2023) · Brain and Language · doi:10.1016/j.bandl.2023.105270 · Cited by 16
Cognitive and Behavioural Weaknesses in Children with Reading Disorder and AD(H)D
Turker, S., Seither‐Preisler, A., Reiterer, S., & Schneider, P. T. (2019) · Scientific Reports · doi:10.1038/s41598-019-51372-w · Cited by 17
Evaluation of the Bangor Dyslexia Test (BDT) for use with Adults
Reynolds, A., & Caravolas, M. (2016) · Dyslexia · doi:10.1002/dys.1520 · Cited by 15
Working Memory and Intelligence: An Overview
Andrew R. A. Conway, B. N. M. (2013) · Psychology Press eBooks · doi:10.4324/9780203094600-8 · Cited by 15
Potential Processing Challenges Of Internet Use Among Readers With Dyslexia
Anmarkrud, Ø., Brante, E. W., & Andresen, A. (2018) · Routledge eBooks · doi:10.4324/9781315627496-7 · Cited by 15
Statistical Learning and the Effect of Starting Small in Developmental Dyslexia
Dobó, D., Lukics, K. S., Szöllősi, Á., Németh, K., & Lukács, Á. (2021) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00145 · Cited by 14
Partanen, E., Kivimäki, R., Huotilainen, M., Ylinen, S., & Tervaniemi, M. H. (2022) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2022.108189 · Cited by 16
Revisión sistemática de literatura sobre programas de intervención en habilidades de lectura inicial
Delgado, M. E. C., Vergara, S. G., & Sepúlveda, F. (2022) · Páginas de Educación · doi:10.22235/pe.v15i2.2775 · Cited by 25
Misciagna, S., Iuvone, L., Mariotti, P., & Silveri, M. C. (2009) · Neurocase · doi:10.1080/13554790903329158 · Cited by 14
Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory
Davis, N., Sheldon, L., & Colmar, S. (2013) · Australian Journal of Guidance and Counselling · doi:10.1017/jgc.2013.23 · Cited by 14
“The functioning of WM has variously been described as a bottleneck for learning (Gathercole, Alloway, Willis, & Adams, 2006), a conduit to academic learning (Gathercole, Lamont, & Alloway, 2006), and a mental workspace to store information (Baddeley & Hitch, 2003; Gathercole & Alloway, 2008).”
BackgroundAuditory Temporal Processing and Working Memory: Two Independent Deficits for Dyslexia
Fostick, L., Bar-El, S., & Ram‐Tsur, R. (2012) · Journal of Psychology Research · doi:10.17265/2159-5542/2012.05.004 · Cited by 14
More than ‘just play’: picking out three dimensions of a balanced early years pedagogy
Sproule, L., Walsh, G., & McGuinness, C. (2019) · International Journal of Early Years Education · doi:10.1080/09669760.2019.1628011 · Cited by 14
Mayes, S., Waschbusch, D., Calhoun, S., & Mattison, R. (2020) · Exceptionality · doi:10.1080/09362835.2020.1727324 · Cited by 11
Working memory profiles of children with reading difficulties who are learning to read in Greek
Masoura, E. V., Gogou, A., & Gathercole, S. E. (2020) · Dyslexia · doi:10.1002/dys.1671 · Cited by 14
Self-citationFoy, J. G., & Mann, V. A. (2009) · Applied Psycholinguistics · doi:10.1017/s0142716409090146 · Cited by 14
“Memory span for phonological units (i.e., phonemes) may be a key requirement for the development of phonological awareness and for the development of vocabulary (Gathercole & Baddeley, 1990, 1993; Gathercole et al., 1992, 2006).”
BackgroundCognition and communication in children/adolescents with cochlear implant
Ibertsson, T. (2009) · Lund University Publications (Lund University) · Cited by 14
Senter, R., Chow, J. C., & Willis, E. C. (2022) · Language Speech and Hearing Services in Schools · doi:10.1044/2022_lshss-22-00013 · Cited by 18
Dvořák, M. (2024) · BMC Psychology · doi:10.1186/s40359-024-01984-3 · Cited by 20
“…between executive functions and academic achievement is also supported by other studies most of which investigate this relationship in children of pre-school or early-school age (e.g. [4, 9, 19, 28, 76, etc.]) or those that study it in the context of learning disabilities [3, 37, 49, 64].”
Resultvan Leeuwen, M., van den Berg, S. M., Hoekstra, R. A., & Boomsma, D. I. (2009) · Neuropsychology · doi:10.1037/a0016526 · Cited by 13
Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children
Stokes, S. F., Klee, T. M., Kornisch, M., & Furlong, L. (2017) · Journal of Speech Language and Hearing Research · doi:10.1044/2017_jslhr-l-16-0285 · Cited by 13
Executive Functions and Neurology in Children and Adolescents
Akyürek, G. (2018) · IntechOpen eBooks · doi:10.5772/intechopen.78312 · Cited by 13
“Overall, findings suggest a strong association between learning disability and executive functions [49, 57, 58].”
BackgroundEarly cognitive and linguistic profiles of different types of 7‐ to 8‐year‐old readers
Potocki, A., Écalle, J., & Magnan, A. (2016) · Journal of Research in Reading · doi:10.1111/1467-9817.12076 · Cited by 13
Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2019) · Frontline Learning Research · doi:10.14786/flr.v7i3.451 · Cited by 14
Schochet, O. N., Johnson, A. D., & Phillips, D. A. (2020) · Exceptional Children · doi:10.1177/0014402920926461 · Cited by 13
“…language and literacy skills, relies on executive-functioning capacities, such as attention and working memory (Espy et al., 2004; Li-Grining et al., 2010), with which many special needs children have marked impairments (Gathercole et al., 2006; Liebman & Goodman, 1995; Schoemaker et al., 2013).”
BackgroundMethodShort-term and Working Memory in Children with Specific L anguage Impairment
Archibald, L. M. D. (2006) · Durham e-Theses (Durham University) · Cited by 13
Dyslexia as a Multifactorial Disorder
Surushkina, S. Y., Yakovenko, E. A., Chutko, L. S., & Didur, М. D. (2021) · Neuroscience and Behavioral Physiology · doi:10.1007/s11055-021-01072-8 · Cited by 12
Using Visualisation and Imagery to Enhance Reading Comprehension
Woolley, G. (2014) · Springer eBooks · doi:10.1007/978-3-319-04846-8_13 · Cited by 13
El papel de la memoria operativa en las diferencias y trastornos del aprendizaje escolar
Fitzgerald, Ó. S., & Gaviria, T. O. (2013) · Dialnet (Universidad de la Rioja) · doi:10.14349/rlp.v45i1.1238 · Cited by 12
Breadmore, H. L., & Carroll, J. M. (2016) · Scientific Studies of Reading · doi:10.1080/10888438.2016.1246554 · Cited by 12
Son, M., Hyun, S., Beck, D., Jung, J., & Park, W. (2019) · Ergonomics · doi:10.1080/00140139.2019.1576924 · Cited by 13
“…tasks (Adams, Nguyen, and Cowan 2018; Causse, Dehais, and Pastor 2011; Daneman and Carpenter 1980; Daneman and Merikle 1996; Engle and Kane 2004; Gathercole et al. 2006; Kane and Engle 2002; Logie 2011; Miyake et al. 2000; Moore, Clark, and Kane 2008), including those of the workers who carry…”
BackgroundLayes, S., Lalonde, R., & Rebai, M. A. (2020) · Logopedics Phoniatrics Vocology · doi:10.1080/14015439.2020.1768283 · Cited by 12
“We opted for the pseudoword span test because of its attested validity in assessing phonological STM [31,45].”
BackgroundMethodConstantinidou, F., & Evripidou, C. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.602013 · Cited by 13
“The average per trial for the TDC was 9.010 words as compared to 6.85 words for children with RD. Table 4 displays the recall score per trial for each group.”
BackgroundResultInfluentialOudgenoeg‐Paz, O., Boom, J., Volman, M. J. M., & Leseman, P. P. M. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.02.005 · Cited by 12
A Profile of Working Memory Ability in Poor Readers
Dawes, E., Leitão, S., Claessen, M., & Nayton, M. (2015) · Australian Psychologist · doi:10.1111/ap.12120 · Cited by 12
Kokkalia, G., & Drigas, A. S. (2015) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v10i5.4359 · Cited by 14
Cognitive predictors of language abilities in primary school children: A cascaded developmental view
Joana, A. C. H. A., Agirregoikoa, A., Barreto‐Zarza, F., & ARRANZ-FREIJO, E. B. (2022) · Journal of Child Language · doi:10.1017/s0305000921000908 · Cited by 11
“According to developmental accounts, however, phonological skills not only would be separable but also would act as strong predictors of sentence processing abilities concurrently and over time (Gathercole et al., 1989, 2006).”
BackgroundRamezani, M. H., & Fawcett, A. J. (2024) · Brain Sciences · doi:10.3390/brainsci14020127 · Cited by 20
“It has been suggested that both verbal WM and phonological awareness reflect a common phonological processing substrate [96].”
BackgroundJarros, R. B., Salum, G. A., da Silva, C. T. B., Toazza, R., Becker, N., Agranonik, M., de Salles, J. F., & Manfro, G. G. (2017) · Trends in Psychiatry and Psychotherapy · doi:10.1590/2237-6089-2016-0032 · Cited by 11
Zeguers, M. H. T., van den Boer, M., Snellings, P., & de Jong, P. D. (2018) · Developmental Psychology · doi:10.1037/dev0000606 · Cited by 7
Mauer, E., Zhou, Q., & Uchikoshi, Y. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.101976 · Cited by 14
“Working memory is the ability to hold information in mind while simultaneously performing other cognitive tasks (Baddeley, 1986; Gathercole et al., 2006).”
BackgroundFarquharson, K., Hogan, T. P., & Fox, A. B. (2021) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12663 · Cited by 11
Spanou, M., Stavrou, N. A. M., Δανιά, Α., & Venetsanou, F. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19095646 · Cited by 13
“, the ability to store, process, and use information, when is necessary [4]).”
BackgroundThe Association Between Emergent Literacy and Cognitive Abilities in Kindergarten Children
Ne’eman, A., & Shaul, S. (2022) · Child & Youth Care Forum · doi:10.1007/s10566-022-09697-7 · Cited by 15
“…word, it is necessary to hold the letter sequence of the given word in memory and translate this sequence into the appropriate sounds and correct pronunciation, and only at the end of the process is it possible to identify the word and its meaning (Gathercole et al., 2006; Vellutino et al., 2004).”
BackgroundInfluentialWinkel, K., & Zipperle, I. (2023) · Journal of mathematics · doi:10.1007/s13138-023-00222-4 · Cited by 10
Motorische Koordinationsdefizite im Kindesalter
Michel, E., Kauer, M., & Roebers, C. M. (2010) · Kindheit und Entwicklung · doi:10.1026/0942-5403/a000024 · Cited by 11
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-06, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-06 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
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