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Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Working memory in children with reading disabilities
Author(s): Gathercole, Susan Elizabeth
Alloway, Tracy Packiam
Willis, Catherine
Adams, Anne-Marie
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Keywords: working memory
reading disabilty
Reading disability
Short-term memory
Memory in children
Issue Date: Mar-2006
Date Deposited: 16-Feb-2009
Citation: Gathercole SE, Alloway TP, Willis C & Adams A (2006) Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93 (3), pp. 265-281.
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 Xuid 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 deWcits 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 diYculties within the sample was signiWcantly 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 Wndings 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.
DOI Link: 10.1016/j.jecp.2005.08.003
Rights: Published by Elsevier, copyright 2006

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