Cited by 272Cognitive Abilities and TestingDevelopmental and Educational NeuropsychologyReading and Literacy Development

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Short-Term Memory and Working Memory: Do Both Contribute to Our Understanding of Academic Achievement in Children and Adults with Learning Disabilities?

Swanson, H. Lee·1994·Journal of Learning Disabilities

DOI 10.1177/002221949402700107

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Abstract

Seventy-five children and adults with learning disabilities (age range = 5.0 to 42.10 yrs.) and 86 normally achieving children and adults (age range = 5.11 to 58.0 yrs.) were compared on short-term memory (STM) and working memory (WM) tasks to assess the relationship between STM and WM, and to test whether these measures independently relate to achievement. For both ability groups, the factor analyses indicated that STM and WM loaded on different factors, and the regressions and partial correlations showed that these different factors accounted for separate variance in reading comprehension and mathematics. Both STM and WM are important in understanding reading comprehension and mathematics performance in children and adults with learning disabilities; however, WM is more important for children and adults without learning disabilities. In contrast to WM, STM contributed minimal variance to word recognition in both ability groups. Overall, it was concluded that STM and WM do reflect different processes, both of which seem to separate the two ability groups. However, models of memory that view STM and WM as interchangeable, or STM in isolation, do not provide an adequate framework for capturing academic performance in children and adults with learning disabilities.

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“…hypothesised that factors of phonological memory may be loaded along a continuum (analogue a theoretical atis) from a passive store system, on one extreme, to an active store system on the other (Cornoldi and Vecchi, 2000; Engle, Cantor, and Carullo, 1992; Passolunghi et al., 2008; Swanson, 1994).”
Background
Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension
Joh, J. (2018) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2018.15.4.1.900 · Cited by 5
Improving the Prediction Accuracy of Academic Performance of the Freshman Using Wonderlic Personnel Test and Rey-Osterrieth Complex Figure
Rakhmanov, O., & Dane, Ş. (2021) · Communications in computer and information science · doi:10.1007/978-3-030-69143-1_5 · Cited by 5
Estructura de la memoria de trabajo en jóvenes adultos y su relación con "g"
Injoque‐Ricle, I., Barreyro, J. P., Formoso, J., & Burín, D. I. (2015) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · doi:10.5872/psiencia/7.3.22 · Cited by 4
Individual Differences in Performance on Working Memory Tasks According to Object, Spatial, and Verbal Cognitive Styles
신경희, & Kim, C. (2013) · 한국심리학회지: 인지 및 생물 · doi:10.22172/cogbio.2013.25.4.008 · Cited by 4
Working Memory Structure in Children: Comparing Different Models During Childhood
Injoque‐Ricle, I., Barreyro, J. P., & Burín, D. I. (2012) · Escritos de Psicología / Psychological Writings · doi:10.24310/espsiescpsi.v5i2.13298 · Cited by 4
Solving Algebra Word Problems: The Roles of Working Memory and the Model Method
Lee, K., & Fong, N. S. (2009) · Series on mathematical education · doi:10.1142/9789812833761_0009 · Cited by 5
Fuzzy-trace theory: Implications for research in learning disabilities
Kavale, K. A., Forness, S. R., & Lorsbach, T. C. (1995) · Learning and Individual Differences · doi:10.1016/1041-6080(95)90024-1 · Cited by 4
A Critical Analysis of Grade 3 Testing in Ontario
Toplak, M. E., & Wiener, J. (2000) · Canadian Journal of School Psychology · doi:10.1177/082957350001600105 · Cited by 4
“Depending on the complexity and amount of information contained in the word problem, too much information can also place a heavy load on working memory capacity (Swanson, 1994).”
Background
Selecting and Validating Tasks from a Kindergarten Screening Battery That Best Predict Third Grade Educational Placement
Scott, M. S., Delgado, C. F., Tu, S., Fletcher, K. L., & Fletcher, M. K. (2005) · Education and training in developmental disabilities · doi:10.1177/215416470504000407 · Cited by 4
A survey on perception of homoeopathic undergraduate students towards learning environment in an Indian scenario
Saha, S., Koley, M., Ghosh, A., Mondal, R., Arya, J. S., & Choubey, G. (2021) · International Journal of High Dilution Research · doi:10.51910/ijhdr.v12i43.633 · Cited by 4
“The relationship between WM capacity and academic achievement has been well studied in university students and adults [39-42].”
Background
Positive correlation between working memory and face-to-face social interaction in everyday life
Ishiguro, S., Paterson, R. L., & Saito, S. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104402 · Cited by 5
How the Working Memory functioning? Influences in learning of children with typical development and development coordination disorder
Zanella, L. W., & Valentini, N. C. (2016) · Medicina (Ribeirão Preto) · doi:10.11606/issn.2176-7262.v49i2p160-174 · Cited by 3
Speech Perception Among School-Aged Skilled and Less Skilled Readers
Wayland, R. P., Eckhouse, E., Lombardino, L. J., & Roberts, R. (2009) · Journal of Psycholinguistic Research · doi:10.1007/s10936-009-9141-3 · Cited by 3
“Finally, verbal short-term memory is correlated with reading skill (Swanson 1994; Swanson and Sa′ez 2003).”
Background
The Role of Intelligence in Reading Disabilities: A Comparison of Three Theories.
Johnson, J. A. (1997) · Cited by 3
Defining the Role of Intellectual and Cognitive Assessment in Special Education
Holdnack, J. A. (2003) · Cited by 3
Working Memory and intellectual disabilities
Henry, L. A., Messer, D. J., & Poloczek, S. (2018) · Routledge eBooks · doi:10.4324/9781315302072-2 · Cited by 3
Exploring Working Memory Capacity as an Independent Contributor to L2 Discourse Comprehension: A Study of Korean EFL Learners
Joh, J. (2015) · Seoul National University Open Repository (Seoul National University) · Cited by 3
Main Idea Identification with Students with Mild Intellectual Disabilities / Specific Learning Disabilities: A Comparison Between an Explicit and a Basal Instructional Approach
Miller, C. A. (2009) · Cited by 3
Using concept mapping to scaffold learning for students who experience learning difficulties in science classes
Kazakoff, A. (2009) · Faculty of Education · Cited by 3
Working memory : a comparison between dyslexic and non-dyslexic children.
Scheepers, M. (2010) · University of the Witwatersrand, Johannesburg Institutional Repository on DSpace (University of the Witwatersrand, Johannesburg) · Cited by 3
Testing executive function models of ADHD and its comorbid conditions: A latent variable approach
Lee, D. H. (2005) · OakTrust (Texas A&M University Libraries) · Cited by 3

Authors: Swanson, H. L.
Affiliations: University of California, Riverside (US)
Corresponding author: Swanson, H. Lee
ORCID: Swanson, H. Lee
Venue: Journal of Learning Disabilities
Publisher: SAGE Publications
Published: 1994-01
Volume: 27
Issue: 1
Pages: 34-50
ISSN: 0022-2194 (ISSN-L)
1538-4780
DOI: 10.1177/002221949402700107
OpenAlex: W2157670160
Cited by: 272
References: 77
Citations by year: 2026: 1 · 2025: 4 · 2024: 5 · 2023: 3 · 2022: 5 · 2021: 4 · 2020: 5 · 2019: 4 · 2018: 13 · 2017: 6 · 2016: 17 · 2015: 16 · 2014: 9 · 2013: 14 · 2012: 12
FWCI: 6.25
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Journal of Learning Disabilities (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: short-term memory, working memory, learning disabilities, reading comprehension, mathematics achievement, word recognition, academic performance, children and adults, memory models
MeSH terms: Achievement, Adolescent, Adult, Child, Child, Preschool, Female, Humans, Language, Learning Disabilities, Male, Memory, Reading, Semantics, Space Perception

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Short-Term Memory and Working Memory: Do Both Contribute to Our Understanding of Academic Achievement in Children and Adults with Learning Disabilities?

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