Distinctive patterns of relationship of phonological awareness and working memory with reading development

Distinctive patterns of relationship of phonological awareness and working memory with reading... The purpose of this study was to assess the contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. One hundred and three children from grades 1, 2, and 3 were administered a measure of phonological awareness, four measures of working memory, four measures of academic achievement, and a measure of verbal intelligence. Separate multiple regression analyses controlling for the effects of age, sex and verbal intelligence showed that tests of verbal memory and of direct recall significantly predicted reading and spelling achievement whereas tests of backward recall significantly predicted only pseudoword identification. Phonological awareness was also found to relate significantly to reading and spelling achievement even when working memory was partialled out. Thus, phonological awareness and measures of working memory predicted specific and significant amounts of variance in reading and spelling achievement. Further, none of these measures were specifically related to arithmetic achievement. The specific roles of phonological awareness and working memory in reading development are examined in the discussion. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Distinctive patterns of relationship of phonological awareness and working memory with reading development

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 1997 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1007932721290
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to assess the contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. One hundred and three children from grades 1, 2, and 3 were administered a measure of phonological awareness, four measures of working memory, four measures of academic achievement, and a measure of verbal intelligence. Separate multiple regression analyses controlling for the effects of age, sex and verbal intelligence showed that tests of verbal memory and of direct recall significantly predicted reading and spelling achievement whereas tests of backward recall significantly predicted only pseudoword identification. Phonological awareness was also found to relate significantly to reading and spelling achievement even when working memory was partialled out. Thus, phonological awareness and measures of working memory predicted specific and significant amounts of variance in reading and spelling achievement. Further, none of these measures were specifically related to arithmetic achievement. The specific roles of phonological awareness and working memory in reading development are examined in the discussion.

Journal

Reading and WritingSpringer Journals

Published: Sep 29, 2004

References

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