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Publication year
Working memory in children with reading disabilities
Resource type
Journal Article
Authors/contributors
- Gathercole, Susan Elizabeth (Author)
- Alloway, Tracy Packiam (Author)
- Willis, Catherine (Author)
- Adams, Anne-Marie (Author)
Title
Working memory in children with reading disabilities
Abstract
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
Publication
Journal of Experimental Child Psychology
Volume
93
Issue
3
Pages
265-281
Date
March 1, 2006
Journal Abbr
Journal of Experimental Child Psychology
Language
en
ISSN
0022-0965
Accessed
09/12/2019, 16:17
Library Catalogue
ScienceDirect
Extra
shortDOI: 10/b59c23
Citation
Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A.-M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265–281. https://doi.org/10.1016/j.jecp.2005.08.003
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