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Read Writ (2017) 30:105120
DOI 10.1007/s11145-016-9665-5
Suzan Nouwens1 Margriet A. Groen1
Ludo Verhoeven1
Published online: 24 June 2016 The Author(s) 2016. This article is published with open access at Springerlink.com
Abstract Working memory is considered a well-established predictor of individual variation in reading comprehension in children and adults. However, how storage and processing capacities of working memory in both the phonological and semantic domain relate to reading comprehension is still unclear. In the current study, we investigated the contribution of phonological and semantic storage, and phonological and semantic processing to reading comprehension in 123 Dutch children in fth grade. We conducted regression and mediation analyses to nd out to what extent variation in reading comprehension could be explained by storage and processing capacities in both the phonological and the semantic domain, while controlling for childrens decoding and vocabulary. The analyses included tasks that reect storage only, and working memory tasks that assess processing in addition to storage. Regression analysis including only storage tasks as predictor measures, revealed semantic storage to be a better predictor of reading comprehension than phonological storage. Adding phonological and semantic working memory tasks as additional predictors to the model showed that semantic working memory explained individual variation in reading comprehension over and above all other memory measures. Additional mediation analysis made it clear that semantic storage contributed indirectly to reading comprehension via semantic working memory, indicating that semantic storage tapped by working memory, in addition to processing capacities, explains individual variation in reading comprehension. It can thus be concluded that semantic storage plays a more important role in childrens reading comprehension than previously thought.
& Suzan [email protected]
1 Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104,
6500 HE Nijmegen, The Netherlands
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Web End = How working memory relates to childrens reading comprehension: the importance of domain-specicity in storage and processing
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106 S. Nouwens et al.
Keywords Working memory Storage Domain-specicity Reading
comprehension Children
Introduction
Working memorythe ability to store information while simultaneously carrying out processing operationsis a well-established predictor of individual variation in reading comprehension performance in both adults (Daneman & Merikle, 1996) and children (Cain, Oakhill, & Bryant, 2004a). In the literature, it is debated whether individual differences in reading comprehension are...