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.
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“…trabajos han mostrado la importancia de la memoria fonológica en el aprendizaje de la lectura (Brady y Shankweiler, 1991; Daneman y Carpenter, 1980; Gathercole et al., 2006; Gathercole y Pickering, 2000;Muter y Snowling, 1998; Rapala y Brady, 1990; Torgesen y Hecht, 1996; Wagner y Torgesen, 1987;…”
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BackgroundInfluentialShilshtein, E., & Margalit, M. (2019) · European Journal of Psychology and Educational Research · doi:10.12973/ejper.2.1.11 · Cited by 4
Executive Functioning with the NIH EXAMINER and Inference Making in Struggling Readers
Halverson, K. K., Derrick, J. L., Medina, L. D., & Cirino, P. T. (2021) · Developmental Neuropsychology · doi:10.1080/87565641.2021.1908291 · Cited by 5
Bouhassoun, S., Gerlach, C., Borst, G., & Poirel, N. (2021) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218211065011 · Cited by 4
“Given that selective attention and working memory are critical for learning activities and school achievement (e.g., Erickson et al., 2015; Gathercole et al., 2006; Zanto & Gazzaley, 2009) and that adolescents engage more heavily in multitasking behaviour (Rideout et al., 2010) that affects their…”
BackgroundErgül, C., Akoğlu, G., Akçamuş, M. Ç. Ö., Tülü, B. K., Kudret, Z. B., & Demir, E. (2022) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2022.10701 · Cited by 5
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Working memory in language learning and bilingual development
Bunting, M. F., & Wen, Z. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780192849069.003.0012 · Cited by 5
Units of Translation and the Limited Capacity of Working Memory
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Reading Performance and Academic Achievement in Early Childhood Bilingual and Monolinguals
Shamir, A. S., & Siavoshi, Z. (2014) · Open Journal of Applied Sciences · doi:10.4236/ojapps.2014.46031 · Cited by 4
Perfil Neuropsicológico no Neupsilin-Inf de Crianças com Dificuldades de Leitura
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Treating verbal working memory in a boy with intellectual disability
Orsolini, M., Melogno, S., Latini, N., Penge, R., & Conforti, S. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01091 · Cited by 5
“Key elements in our program included (1) core training of target cognitive mechanisms; (2) guided practice emphasizing concrete strategies to engage in exercises; and (3) a variable amount of adult support.”
BackgroundInfluentialRoebers, C. M., Schmid, C. W., & Roderer, T. (2010) · Journal of Eye Movement Research · doi:10.16910/jemr.3.5.4 · Cited by 4
“…differences in working memory predict writing performance, vocabulary acquisition, and arithmetic skills (e.g., Bull, Johnston, & Roy, 1999; Gathercole, Alloway, Willis, & Adams, 2006; Gathercole & Baddeley, 1993; Lee, Ng, & Ng, 2009; St Clair-Thompson & Gathercole, 2006; Swanson & Kim,…”
BackgroundComparison of Working and Visual Memory in Children with and Without Dyslexia
Talepasand, S., Eskandaripour, M., & Taghinezhad, A. (2018) · Zahedan Journal of Research in Medical Sciences · doi:10.5812/zjrms.70701 · Cited by 4
“(19), investigated the working memory of children with dyslexia.”
BackgroundThe benefits of computerised working memory assessment
Alloway, T. P. (2011) · Educational and Child Psychology · doi:10.53841/bpsecp.2011.28.2.8 · Cited by 4
Self-citationVexelman, C. (2009) · TSpace (University of Toronto) · Cited by 4
Soydan, S., Pirpir, D. A., Karaçelik, E., & Çelik, E. S. (2025) · Early Child Development and Care · doi:10.1080/03004430.2025.2501105 · Cited by 4
Executive function in preschool children who stutter: a behavioral assessment study
Kakuta, K., & Kawasaki, A. (2025) · Scientific Reports · doi:10.1038/s41598-025-00981-9 · Cited by 3
“Previous studies indicate that many CWS exhibit learning disabilities (LD) 44 , which have been linked to verbal and visual working memory impairments 45,46 .”
The working memory modifiability: Effects of mediation on working memory and analogical thinking
Tzuriel, D., Hanuka-Levy, D., & Weiss, T. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.106061 · Cited by 3
Cardoso-Pereira, N., Costa, M. A., & Guerreiro, M. (2024) · Journal of Eye Movement Research · doi:10.16910/jemr.16.4.6 · Cited by 4
“One form of assessing phonological coding is through pseudoword repetition whose relationship with reading has been systematically reviewed by Gathercole et al. (2006).”
BackgroundReading skills over time among children with Duchenne muscular dystrophy
Kenepp, A., Russell‐Giller, S., Seehra, S., Fee, R. J., & Hinton, V. J. (2024) · Child Neuropsychology · doi:10.1080/09297049.2024.2386078 · Cited by 3
“The profile of dyslexia is associated with lower scores in working memory, or short-term storage and manipulation of information, and processing speed (Gathercole et al., 2006; Toffalini et al., 2017).”
Cognitive and home predictors of precocious reading and math before formal education
Kapteijns, B., van de Ven, M., van Hoogmoed, A. H., & Kroesbergen, E. H. (2025) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.106159 · Cited by 4
Schiff, R., Levy-Shimon, S., Balisha, D., & Sasson, A. (2025) · Reading & Writing Quarterly · doi:10.1080/10573569.2025.2534895 · Cited by 3
“As reading requires planning, monitoring, and reviewing, poor EF skills can burden the cognitive processing system, making reading a challenging task (Gathercole et al., 2006; Swanson, 2003; Swanson et al., 2006).”
Executive functions in learning disorders
Barquero, L. A., Wilson, L. M., Benedict, S. L., Lindström, E. R., Harris, H. C., & Cutting, L. E. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9780511977954.012 · Cited by 3
Developmental dyslexia intervention framework for speech therapists
Jiménez‐Fernández, G., & Defior, S. (2014) · Revista de Investigación en Logopedia · doi:10.5209/rlog.58661 · Cited by 3
Rifkin‐Graboi, A., Khng, K. H., Cheung, P., Tsotsi, S., Sun, H. Q., Kwok, F. Y., Yu, Y., Xie, H., Yang, Y., Chen, M., et al. (2019) · Learning Research and Practice · doi:10.1080/23735082.2019.1674907 · Cited by 3
The integration of assistive technologies in the SEN EAP classroom: raising awareness
Charalambous, T., Papadima-Sophocleous, S., & Giannikas, C. N. (2021) · doi:10.14705/rpnet.2021.51.1255 · Cited by 3
“As SEN students move on to tertiary education they are often expected to take EAP and English for Specific Academic Purposes (ESAP) classes, where they often struggle with low levels of working memory performance (Gathercole et al., 2006), poor concentration (Westwood, 2007), dysorthographia, and often have severe dif…”
BackgroundOsman, D. M., Safwat, R. F., Mohammady, A.-H., & Hamid, A. A. (2021) · Egyptian Journal of Ear Nose Throat and Allied Sciences · doi:10.21608/ejentas.2021.62007.1317 · Cited by 3
“…to impede verbal working memory required during spoken sentence comprehension thus affecting language according to a model of working memory supported by evidence from studies of children , adult participants, neuropsychological patients, and neuroimaging research like Gathercole et al., 2006[24].”
MethodMindfulness in Early Childhood: Developing 21st Century Competencies
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Practical Considerations in WISC-V Interpretation and Intervention
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Shvartsman, M., & Shaul, S. (2024) · Child & Youth Care Forum · doi:10.1007/s10566-023-09788-z · Cited by 13
“…a subject of debate, with certain studies suggesting that it has no effect (Kibby et al., 2004; Schuchardt et al., 2008) and others indicating deficits in this component among individuals with reading disabilities, including both adults and children (Gathercole et al., 2006; Menghini et al., 2011).”
InfluentialA Review of Dyslexia and Expressive Writing in English
Sumner, E., Connelly, V. J., & Barnett, A. L. (2014) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780199827282.003.0014 · Cited by 3
“A limited working memory capacity has been found in children with dyslexia (Gathercole et al., 2006).”
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“Não - 0 Sim - 1 Transversal - 0 Longitudinal - 1 Não apresenta coeficiente - 0 Apresenta coeficientes apenas para parte dos dados - 1 Apresenta coeficientes de outros estudos ou da própria validação do instrumento - 2 Apresenta coeficientes de todos os instrumentos validados na própria amostra - 3 Qualitativo - 0 Esta…”
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Swanson, H. L., & Orosco, M. J. (2011) · Advances in learning and behavioral disabilities · doi:10.1108/s0735-004x(2011)0000024003 · Cited by 3
”Räkna med mig!” : Matematisk utveckling, dyskalkyli och datorbaserad intervention
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Dyslexia-related impairments in sequence learning predict linguistic abilities
Wenande, B., Een, E., & Petok, J. R. (2019) · Acta Psychologica · doi:10.1016/j.actpsy.2019.102903 · Cited by 3
Effects of the dual-language immersion on students' academic performance
Steele, J., Slater, R. O., Zamarro, G., Miller, T., Li, J. S. Y., Burkhauser, S. V., & Bacon, M. (2023) · Journal of the Arkansas Academy of Science · doi:10.57912/23890824 · Cited by 3
Understanding Samir: educational difficulties of a high school student from refugee background
Khawaja, N. G., & Howard, G. (2021) · The Educational and Developmental Psychologist · doi:10.1080/20590776.2021.1899747 · Cited by 4
“This difficulty may influence a student’s ability to process the individual parts of words before blending and recoding (Gathercole et al., 2006; Steinbrink & Klatte, 2008).”
BackgroundDeMarie, D., & López, L. M. (2013) · doi:10.1002/9781118597705.ch36 · Cited by 3
Working Memory and Academic Achievement in Children With Attention-deficit Hyperactivity Disorder
Aginsky, D. (2009) · TSpace (University of Toronto) · Cited by 3
Inattention and Written Expression Difficulties in Children with Normal and Poor Word-reading Skills
Zapparoli, E. (2009) · TSpace (University of Toronto) · Cited by 3
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Sharma, A., & Singh, M. (2024) · BLDE University Journal of Health Sciences · doi:10.4103/bjhs.bjhs_88_23 · Cited by 2
“[14] Varying degrees of memory capacity are possessed by people.”
Güldenoğlu, B., Yavuz-Şala, F. C., & İnan, B. (2025) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1177/02103702251319876 · Cited by 2
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Öksüz, H. İ., Yaşartürk, İ., Yıldız, M., ARICI, E. Y., Sotiropoulos, D. J., & Kalogiannakis, M. (2025) · Reading Psychology · doi:10.1080/02702711.2025.2566025 · Cited by 2
“Furthermore, Gathercole et al. (2006) reported that WM and SA problems can occur together.”
Ayasrah, M. N., Gharaibeh, M., Khatib, A. J. A., Khasawneh, M. A. S., & Aboutaleb, A. H. (2026) · Current Psychology · doi:10.1007/s12144-026-09404-y · Cited by 3
“Impairments in EF are a significant cause of learning difficulties that can manifest in forms such as attention deficit hyperactivity disorder (ADHD), Dyslexia, and Dyscalculia (Alloway & Copello, 2013 ; Gathercole et al., 2006 ).”
Cognitive Constructs and Individual Differences Underlying ADHD and Dyslexia
Kirby, J. R., Kim, H., & Silvestri, R. (2014) · Elsevier eBooks · doi:10.1016/b978-0-12-410388-7.00011-7 · Cited by 2
Idea Generation Compared between Children With and Without Learning Disabilities
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Casani, E. (2020) · Pragmalinguistica · doi:10.25267/pragmalinguistica.2020.iextra2.03 · Cited by 2
Dichotic listening deficits in children with hearing loss
Moncrieff, D. W., Auld, R., Johnston, D., & Wirt, T. (2023) · International Journal of Pediatric Otorhinolaryngology · doi:10.1016/j.ijporl.2023.111521 · Cited by 2
Martínez-Briones, B. J., Fernández, T., & Silva‐Pereyra, J. (2023) · Brain Sciences · doi:10.3390/brainsci13071022 · Cited by 3
“In line with previous work [33,42], the weak semantic priming effect may be better explained by poor verbal comprehension, another main domain of cognitive performance that might have an independent influence in predicting part of the heterogeneity of learning disorders [6,63].”
BackgroundResultLa memoria de trabajo y su relación con el rendimiento académico en niños con bajo CI
Arens, A. C. A., & Domínguez, N. V. T. (2021) · Revista de Investigación de la Escuela de Ciencias Psicológicas · doi:10.57247/riec.vi4.73 · Cited by 2
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Las prácticas académicas de los estudiantes en un posgrado en Ciencias
Moreno, F. E., Castrejón, G., & García, G. Á. (2024) · Revista Iberoamericana ConCiencia. · doi:10.32654/conciencia.9-1.11 · Cited by 2
de Oliveira, C. A., & Corrêa, L. M. S. (2023) · Veredas - Revista de Estudos Linguísticos · doi:10.34019/1982-2243.2023.v27.40760 · Cited by 2
Pirpir, D. A., Soydan, S., Ersan, G. A., & Toka, B. (2024) · Cukurova University Faculty of Education Journal · doi:10.14812/cuefd.1269871 · Cited by 5
Özbek, A. B., & Torppa, M. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13599-1 · Cited by 2
“Working memory can be expressed as an individual’s ability to keep, manipulate, and remember different stimuli simultaneously by actively processing with conscious cognitive effort (Susan Elizabeth Gathercole et al., 2006) and it is a limited structure, and when cognitive load increases, problems can be seen in the pe…”
Chang, H. ‐., Lin, T.-W., Chiu, Y., Chou, C., Chen, J.-F., & Pan, C. (2025) · PeerJ · doi:10.7717/peerj.19549 · Cited by 4
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The impact of sound presentations on executive control: Evidence from eye movements
Strukelj, A., Brännström, K., Holmberg, N., Mossberg, F., & Holmqvist, K. (2016) · Psychology of Music · doi:10.1177/0305735615604508 · Cited by 2
‘Children at Risk’ of Poor Educational Outcomes: Insights from a (Neuro-)Cognitive Perspective
Schmid, J., & Hasselhorn, M. (2014) · Child Indicators Research · doi:10.1007/s12187-014-9260-8 · Cited by 3
“Besides research on working memory in the mathematical domain, there are studies that indicate that working memory skills are also related to reading and spelling (e.g. Alloway and Alloway 2010; Gathercole et al. 2006; Lu et al. 2012).”
Story-retelling abilities of bilingual children with non-syndromic cleft lip and/or palate
Chang, C. S. E., Young, S. E.-L., Liow, S. J. R., & Chong, C. X. Y. (2014) · Speech Language and Hearing · doi:10.1179/2050572814y.0000000054 · Cited by 2
“Verbal STM refers to the temporary storage and maintenance of phonological representations to support the production of verbal information, while verbal WM refers to both the capacity to hold verbal information while actively engaging in other cognitively demanding tasks (Gathercole et al., 2006).”
BackgroundBermeosolo, J. (2012) · Revista Chilena de Fonoaudiología · doi:10.5354/rcdf.v11i0.24516 · Cited by 2
WORKING MEMORY AND LEARNING: CONTRIBUTIONS OF NEUROPSYCHOLOGY
López, M. (2011) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 2
Sung, M., Chang, Y., & Son, S. (2016) · Korean Journal of Childcare and Education · doi:10.14698/jkcce.2016.12.03.061 · Cited by 2
Instructional Implications from the Woodcock–Johnson IV Tests of Cognitive Abilities
Maricle, D. E., & Johnson, W. L. B. (2016) · Elsevier eBooks · doi:10.1016/b978-0-12-802076-0.00005-0 · Cited by 2
Uppal, H. K., & Swanson, H. L. (2016) · Applied Cognitive Psychology · doi:10.1002/acp.3273 · Cited by 2
زینی, م., طباطبایی, د. ع., خاکسار, ا., اصفهان, د., انارکی, م. ب., طباطبایی, د. ع., نسب, ف. ر., & یزد, د. آ. (2016) · Educational Research Journal · doi:10.18869/acadpub.erj.3.32.61 · Cited by 2
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Relationship Between Balance and Attentional Function in Deaf and Healthy People
Asariha, A., & Azadian, E. (2019) · Journal of Sport Biomechanics · doi:10.32598/biomechanics.4.3.14 · Cited by 2
Amigó, U. C. L., Zuluaga, P. A. M., Toro, C. A., Amigó, U. C. L., Gallo, I. E., Amigó, U. C. L., Ospina, S. N. C., Amigó, U. C. L., Montoya, J. F. M., Amigó, U. C. L., et al. (2020) · doi:10.21501/9789588943329 · Cited by 2
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Arjmandnia, A. A., Ghasemzadeh, S., Esmaili, F., & Shafiee, E. (2020) · Shenakht Journal of Psychology and Psychiatry · doi:10.52547/shenakht.7.5.145 · Cited by 2
Biščević, I., Maleč, D., & Memišević, H. (2021) · Školski vjesnik : časopis za pedagogijsku teoriju i praksu · doi:10.38003/sv.70.1.17 · Cited by 2
“A study by Gathercole et al. (2006) showed a significant effect of working memory on reading and mathematics.”
BackgroundRapid auditory processing and medial geniculate nucleus anomalies in Kiaa0319 knockout mice
Perrino, P. A., Chasse, R., Monaco, A. P., Molnár, Z., Velayos‐Baeza, A., & FITCH, R. H. (2022) · Genes Brain & Behavior · doi:10.1111/gbb.12808 · Cited by 2
“They include phonological impairments,(6,7) visuospatial/ visual attention impairments, and working memory impairments.(12,13) Auditory temporal processing impairments have also been consistently reported in individuals with developmental dyslexia,”
BackgroundWoolley, G. (2011) · Springer eBooks · doi:10.1007/978-94-007-1174-7_3 · Cited by 2
Okul öncesi çocuklarda çalışma belleği ve erken okuryazarlık becerilerinin incelenmesi
Sağlam, C., & Özyürek, A. (2022) · Erken Çocukluk Çalışmaları Dergisi · doi:10.24130/eccdjecs.1967202261379 · Cited by 3
Emotional Salience and Learning
Pacheco, A. O. M.-N., Montemurro, M., Gana, S., & Ceric, F. (2023) · Springer eBooks · doi:10.1007/978-3-031-31709-5_26 · Cited by 2
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A verbális munkamemória fejlődésének vizsgálata 5 éves kortól 85 éves korig
Juhász, D. (2019) · Iskolakultúra · doi:10.14232/iskkult.2018.12.35 · Cited by 2
The impact of phonological awareness training on working memory in children with reading
Hariri, P., Saberi, H., & Abolmaali, K. (2019) · Advances in Cognitive Science · doi:10.30699/icss.21.2.52 · Cited by 2
Park, Y., Brownell, M. T., Reed, D. K., Tibi, S., & Lombardino, L. J. (2020) · Language Speech and Hearing Services in Schools · doi:10.1044/2020_lshss-19-00097 · Cited by 2
Strategy selection and strategy efficiency in mental arithmetic
Imbo, I. (2007) · Ghent University Academic Bibliography (Ghent University) · Cited by 2
Imhof, M. (2017) · doi:10.1002/9781119102991.ch41 · Cited by 3
Reading ability and diglossia in Kuwaiti primary schools
Ali, S. N. (2014) · White Rose eTheses Online (University of Leeds, The University of Sheffield, University of York) · Cited by 2
Arbeitsgedächtnis und Lernstörungen
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Lakshmi, D., & Ponnusamy, P. (2021) · Indonesian Journal of Electrical Engineering and Computer Science · doi:10.11591/ijeecs.v21.i2.pp768-775 · Cited by 1
“The novel technologies and modern devices emerging in the games industry in the recent years facilitate maximum level interactive experiences with maximized natural interaction [4].”
BackgroundBaek, S. J., & Yim, D. (2022) · Eon'eo cheong'gag jang'ae yeon'gu/Communication sciences & disorders · doi:10.12963/csd.22913 · Cited by 1
“어적 정보를 처리하는 작업기억의 처리 용량이 제한적이라고 보고 된 연구와 상응하는 결과라고 할 수 있다(Daneman & Carpenter, 1980; Gathercole et al., 2006; Swanson & Howell, 2001; Yuill & Oakhill, 1991).”
Correlation between language and cognitive skills in Egyptian children with reading problems
El-Wahed, E. E. A., Ragab, A., Osman, D. M., Anwar, H., El-Domiaty, E. F., & Rashad, A. E.-D. (2024) · The Egyptian Journal of Otolaryngology · doi:10.1186/s43163-024-00633-1 · Cited by 1
“These results supported the findings of Gathercole et al. [25], who indicated that language, phonological awareness skills, and complex memory were significantly correlated with the degree of reading difficulties.”
ResultAn Observational Study of Student Reading Engagement During UFLI Intensive Intervention*
Xu, F., Gage, N. A., Lane, H. B., Contesse, V. A., O’Steen, G., & Bason, F. (2025) · Reading & Writing Quarterly · doi:10.1080/10573569.2024.2448195 · Cited by 1
“Researchers found that lower reading skills are associated with working memory deficits, longer processing time, and shorter attention span for students with reading disabilities (Gathercole et al., 2006; Swanson et al., 2009).”
Adaptation and Validation of the Serbian Version of Dyslexia Screening Test-Junior
Lukovac, T., Jovanović, V., Petronijević, S., Radović, J., Milošević, N., Savić, T., & Pavlović, D. M. (2025) · Children · doi:10.3390/children12030322 · Cited by 1
“These findings align with research on Baddeley’s working memory model [24], highlighting individual differences in working memory capacity as key to knowledge acquisition, skill development, and reading comprehension [25,26].”
Horowitz‐Kraus, T., Taran, N., Fotang, J. P., Rosch, K. S., & Farah, R. (2025) · Dyslexia · doi:10.1002/dys.70015 · Cited by 1
“…role in proficient reading and reading remediation: inhibition (Booth et al. 2014; Borella et al. 2010), visual attention (Bosse and Valdois 2009), working memory (Gathercole et al. 2006), speed of processing (Breznitz 2006), initiation (Yang and McConkie 2001) and switching (Colé et al. 2014).”
Freeman, E. E., Goulding, K., Chalmers, K. A., Leksansern, A., Chansaengsee, S., Longpradit, P., & Niramitchainont, P. (2025) · Applied Cognitive Psychology · doi:10.1002/acp.70123 · Cited by 1
Rivella, C., & Viterbori, P. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.70053 · Cited by 2
“Moreover, research suggests that EFs, particularly WM, are primarily implicated in math achievement (Allan et al., 2014; Gerst et al., 2017), whereas the impact of EF on reading and writing tends to be relatively smaller (Gathercole et al., 2005, 2006; Swanson & Jerman, 2007).”
Tsolia, M., Zygouris, N. C., Kamnis, S., Styliaras, S. K., Beazidou, E., & Stamouli, V. (2026) · Digital · doi:10.3390/digital6010015 · Cited by 1
Working Memory Tasks in Relation to Phonological Processes of Arab Dyslexics in the State of Kuwait
Al-dyiar, M. A., & Salem, A. A. M. S. (2013) · International Education Studies · doi:10.5539/ies.v6n9p107 · Cited by 1
“It provides a mental workplace for holding information at the same time children are engaged in other relevant activities (Gathercole et al., 2006).”
Background
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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