Working memory, short-term memory, and speech rate as predictors of children's reading performance at different ages.

Abstract

This study explored the contribution of 2 working memory (WM) systems (the phonological loop and the central executive) to reading performance in younger (9-year-old) and older (14-year-old) children. The results showed that (a) significant age-related differences in verbal and visual-spatial WM performance were maintained when articulation speed and short-term memory (the phonological system) were partialed from the analysis and (b) WM predicted age-related differences in word recognition and comprehension performance independent of the contribution of a short-term memory and articulatory rate. The results were interpreted as support for the notion that both the phonological and the executive systems are important predictors of age-related changes in reading but that these processes operate independent of each other in predicting fluent reading. Several implications of the results are discussed.

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2. A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder
   MARTINUSSEN, RHONDA, HAYDEN, JILL, HOGG-JOHNSON, SHEILAH, TANNOCK, ROSEMARY · 2005 · Journal of the American Academy of Child & Adolescent Psychiatry
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   Gathercole, Susan Elizabeth, Alloway, Tracy Packiam, Willis, Catherine, Adams, Anne-Marie · 2006 · Journal of Experimental Child Psychology
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5. Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study
   Krajewski, Kristin, Schneider, Wolfgang · 2009 · Journal of Experimental Child Psychology

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