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Working memory in skilled and less skilled readers.

H L Swanson1, K F Cochran, C A Ewers

  • 1Department of Educational Psychology, University of Northern Colorado, Greeley 80639.

Journal of Abnormal Child Psychology
|April 1, 1989
PubMed
Summary
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Less skilled readers exhibit pervasive working memory deficits impacting central executive functions, unlike skilled readers. These working memory differences are evident across verbal and nonverbal tasks, suggesting a core processing issue.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Reading Science

Background:

  • Working memory is crucial for reading comprehension.
  • Deficits in working memory are often associated with reading difficulties.
  • Understanding the nature of these deficits is key to developing interventions.

Purpose of the Study:

  • To compare working memory performance between skilled and less skilled readers.
  • To investigate the specificity of working memory deficits in less skilled readers.
  • To explore the influence of age on working memory in different reading groups.

Main Methods:

  • Assessed 50 skilled and less skilled readers across two age levels.
  • Utilized sentence span and concurrent memory tasks.
  • Analyzed performance across verbal and nonverbal conditions.

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Main Results:

  • Significant working memory differences were found between skilled and less skilled readers.
  • Less skilled readers showed performance deficits in both verbal and nonverbal concurrent tasks.
  • Age-related differences in working memory were observed only in skilled readers.

Conclusions:

  • Working memory deficiencies in less skilled readers are pervasive, affecting central executive processing.
  • Less skilled readers may have a fundamental central processing deficiency impacting memory.
  • Reading skill is associated with specific working memory profiles, with age being a factor for skilled readers.