The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade

ABSTRACT This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5...

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Veröffentlicht in:Mind, brain and education brain and education, 2015-09, Vol.9 (3), p.154-163
Hauptverfasser: Nevo, Einat, Bar-Kochva, Irit
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description ABSTRACT This study investigated the relations of early working‐memory abilities (phonological and visual‐spatial short‐term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew‐speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual‐spatial memory predicted comprehension in Grades 2 (STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long‐lasting role of early visual‐spatial memory in predicting variance in reading. Whether this role of the visual‐spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation.
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source Wiley Online Library Journals Frontfile Complete; Education Source
subjects Accuracy
Correlation
Elementary School Students
Grade 1
Grade 2
Grade 5
Kindergarten
Longitudinal Studies
Phonology
Reading Comprehension
Reading Skills
Regression (Statistics)
Semitic Languages
Short Term Memory
Spatial Ability
title The Relations Between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study From Kindergarten to Fifth Grade
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