Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.
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The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children’s reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit working memory), and component skills of comprehen-sion. At each time point, working memory and component skills of comprehension (inference making, comprehension monitoring, story structure knowledge) predicted unique variance in reading compre-hension after word reading ability and vocabulary and verbal ability controls. Further analyses revealed that the relations between reading comprehension and both inference making and comprehension monitoring were not wholly mediated by working memory. Rather, these component skills explained their own unique variance in reading comprehension. Text comprehension is a complex task that draws on many different cognitive skills and processes. Unfortunately, our knowl-edge of the unique contribution that these different skills and processes make to reading comprehension development is limited because the majority of work in this field has focused on a single
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Verbal working memory predicts later mathematics and reading comprehension.
“verbal WM abilities predict later mathematical ability and reading comprehension (Bull, Espy & Wiebe, 2008; Cain, Oakhill, & Bryant, 2004; Wilson & Swanson, 2001).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Cain, Oakhill, & Bryant, 2004
Differences in working memory ability in children with reading comprehension problems and with learning difficulties remain after account has been taken of variation in verbal IQ.
“differences in working memory ability in both children with reading comprehension problems and with learning difficulties remain after account has been taken of variation in verbal IQ (Cain et al., 2004; Siegel & Ryan, 1989)”
From Working memory in children with reading disabilities (2006) · cites this paper as Cain et al., 2004
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- Authors
- Cain, K., Oakhill, J., & Bryant, P.
- Affiliations
- University of Essex (GB)
- University of Sussex (GB)
- University of Oxford (GB)
- Venue
- Journal of Educational Psychology
- Published
- 2004-03
- Volume
- 96
- Issue
- 1
- Pages
- 31-42
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1989621340
- Cited by
- 1,496
- References
- 71
- Citations by year
- 2026: 35 · 2025: 54 · 2024: 59 · 2023: 83 · 2022: 74 · 2021: 98 · 2020: 101 · 2019: 104 · 2018: 98 · 2017: 102 · 2016: 96 · 2015: 102 · 2014: 102 · 2013: 78 · 2012: 71
- FWCI
- 36.38
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Journal of Educational Psychology (publishedVersion)
- Lancaster EPrints (Lancaster University) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- 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
- reading comprehension, working memory capacity, children, inferential reasoning, comprehension monitoring, verbal ability, vocabulary, digit span, mediation, longitudinal prediction
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