|Appears in Collections:||Psychology Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The role of sentence recall in reading and language skills of children with learning difficulties|
|Author(s):||Alloway, Tracy Packiam|
Gathercole, Susan Elizabeth
|Citation:||Alloway TP & Gathercole SE (2005) The role of sentence recall in reading and language skills of children with learning difficulties, Learning and Individual Differences, 15 (4), pp. 271-282.|
|Abstract:||The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory The present study explores the relationship between sentence recall and reading and language skills in a group of 7–11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with working memory. In order to investigate whether sentence recall was uniquely associated with reading and language skills, differences associated with IQ and working memory capacity were statistically controlled. A sample of 72 children was tested on measures of verbal complex memory, verbal short-term memory, sentence recall, expressive vocabulary, verbal and performance IQ, reading and language skills. Both sentence recall and verbal complex memory shared unique links with reading skill, and sentence recall was uniquely associated with language skills. This finding indicates that resources in long-term memory also play an important diagnostic role in reading and language abilities. The implications for educational practice are discussed.|
|Rights:||Published in Learning and Individual Differences by Elsevier|
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