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

The DOI matches its Crossref record; 78 of the 78 references it cites were found in a registry or an index.

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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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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