Predicting Reading Performance Based on Short Term Storage and Central Executive of Working Memory in 8-11 Years Old Children

Mosavati Azar, Parisa; Kiamanesh, Ali Reza; Ahadi, Hasan

Manuscript ID : 530994 Visit : 139 Page: 107 - 124

Article Type: Original Research

Predicting Reading Performance Based on Short Term Storage and Central Executive of Working Memory in 8-11 Years Old Children

Subject Areas : Educational Psychology

Parisa Mosavati Azar ¹ , Ali Reza Kiamanesh ² , Hasan Ahadi ³

1 - دانشجوی دکترای روان‌شناسی‌تربیتی، واحدعلوم‌وتحقیقات‌تهران، دانشگاه آزاد اسلامی، تهران، ایران
2 - استادگروه‌روانشناسی، واحدعلوم‌وتحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران
3 - استاد گروه روانشناسی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران

Received: 2016-05-18 Accepted : 2016-10-18 Published : 2017-05-22

Keywords: working memory, phonological loop, visuospatial sketchpad, short term storage, central executive, reading performance,

Abstract :

The aim of this study was to predict 8-11 years old childeren’sreading performance based on the short term storage (phonological loop and visuospatial sketchpad) and central executive of working memory. The study was correlational and the statistical population consisted of 43304 students in primary schools of Tabriz in second and fifth grades from among whom, via multistage random sampling, 352 individuals were selected. The measuring tools were forward digit span task, Kim Carrad test, counting span task and a researcher-made reading comprehension test. The data were analyzed using stepwise multivariate regression analysis. Among the components of working memory, phonological loop in the second grade (p=0/000) and central executive in the fifth grade (p=0/000) could predict reading comprehension more than other components. Based on the results, it can be said that working memory, as a primary means of facilitating learning, can help improve reading performance

References:

الهی، طاهره؛ آزادفلاح، پروریز؛ فتحی آشتیانی، علی و پورحسین، رضا(1388). نقش حافظه کاری در جمع ذهنی کودکان پیشدبستانی. مجله علوم رفتاری. 3(4). 277-271.

امینزاده، انوشه و حسنآبادی، حمیدرضا. (1392). توانایی شاخصهای آزمون نام بردن احتمالی در پیشبینی عملکرد ریاضی. فصلنامه روانشناسی معاصر. 8(1)، 060-47.

بزرگمنش، اعظم و عبدالهی، محمدحسین. (1391). تاثیر تصویرسازی ذهنی بر عملکرد حافظه بینایی و کلامی دانشآموزان. فصلنامه روانشناسی. 16، 15-3.

جردن، آن؛ کارلیل، اوریسون و استاک، آنا (1391). رویکردهای یادگیری؛ نظریه و کاربست. ترجمه الهه حجازی و روحالله شهابی. تاریخ انتشار اثر به زبان اصلی، 2003. تهران. انتشارات دانشگاه تهران.

شهیم، س. (1373). بررسی فرمهای کوتاه مقیاس وکسلر کودکان برای استفاده در ایران. فصلنامه علوم اجتماعی و انسانی دانشگاه شیراز.، 77-67.

عابدی، محمدرضا. (1387). انطباق و هنجایابی آزمون هوش کودکان وکسلر. ویرایش چهارم.

علیرضایی مطلق، مرجان؛ مرادی، علیرضا و فرزاد، ولیاله(1387). بررسی و مقایسه حافظه کاری کودکان مبتلا به اختلال نارسایی توجه، بیش‌فعالی با کودکان عادی. پژوهش در حیطه کودکان استثنائی. 3، 280-271.

ﻣﻴﻜﺎﺋﻴﻠﻲ، ﻓﺮزاﻧﻪ. (1384). ﺑﺮرﺳﻲ ﻣـﺪل ﭘـﺮدازش واج ﺷـﻨﺎﺧﺘﻲ ﺧﻮاﻧـﺪن در داﻧﺶ آﻣﻮزان 10-8 ﺳﺎﻟﻪ ﻳﻚ زﺑﺎﻧﻪ و دو زﺑﺎﻧﻪ ﺗﻬﺮاﻧﻲ و ﺗﺒﺮﻳﺰی پایاننامه دﻛﺘﺮی، دانشگاه تربیت معلم.

Abedi, M. R. (2008). Wechsler Intelligence Scale for Children norm compliance and troubleshooting. Fourth Edition [In Persian].

Alirezaie Motlag, M., Mordi, A., & Farzad, V. (2008). Studying and compareing working memory in children with attention deficit hyperactivity and normal children. Research on Exceptional Children, 3, 271-280 [In Persian].

Alloway, T. P., Gathercole, S. E., Adams, A. M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. Journal of Developmental Psychology, 23, 417–426.

Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuo-spatial short-term and working memory in children: Are they separable? Child Development, 77, 1698-1716.

Alloway, T. P. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment, 25(2), 24-42.

Aminzadeh, A., & Hasanabadi, H., (2013). The capability of the Indices of Naming Test in predicting mathematical performance. Journal of Contemporary Psychology, 8(1): 47-60 [In Persian].

Baddeley, A. (2002). Is working memory still working? European Psychologist, 7(2), 85-97.

Baddeley, A. D. (2006). Working memory: An overview. In S. J. Pickering (Ed.), Working memory and education (pp. 1–31). Burlington, MA: Academic Press.

Baddeley, A., (2010). Working memory. Current Biology, 20(4), 136-141.

Bayliss, D. M., Jarrold, C., Gunn, D. M., & Baddeley, A. D. (2003). The complexities of complex span: Explaining individual differences in working memory in children and adults. Journal of Experimental Psychology General, 132, 71- 92.

Bozorgmanesh, A., & Abdolahi, M. H. (2012). The impact of mental imagery on visual and verbal memory performance of students. Journal of Psychology, 16, 3-15 [In Persian].

Bourke, L., & Adams, A. M. (2003). The relationship between working memory and early writing assessed at the word, sentence and text level. Educational and Child Psychology, 20(3), 19-36.

Carretti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with speciﬁc reading comprehension difﬁculties: A meta-analysis. Learning and Individual Differences, 19(2), 246–251.

Cornoldi, C., & Vecchi, T. (2003). Visuo-spatial working memory and individual differences. Howe: Psychological Press.

Dehn, M. J. (2008). Working memory and academic learning. New Jersey: John Wiley & Sons, Inc.

Elahi, T., Azad Fallah, P., Fathi Ashtiani, A., & Pour Hossein, R. (2009). The role of working memory in mental addition of preschool children. Journal of Behavior Science, 3(4), 271-277 [In Persian].

Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. (1999). Working memory, short- term memory, and general fluid intelligence: A latent variable approach. Journal of Experimental Psychology General, 128, 309- 331.

Engle de Abreu, P.M. J., Conway, A. R. A., Gathercole, S.E. (2010). Working memory and fluid intelligence in young children. Journal of Intelligence, 38, 552-561.

Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from National Curriculum assessments at 7 and 14 years of age, Applied Cognitive Psychology, 17, 1-16.

Gathercole, S.E., Service, E., Hitch, G.J., Adams, A.M., & Martin, A.J. (2004). Phonological short- term memory and vocabulary development: Further evidence of the nature of the relationship. Applied Cognitive Psychology, 13, 65-77.

Gathercole, S. E., Lamont, E., & Alloway, T. P. (2006). Working Memory in the Classroom. In S. J. Pickering (Ed.), Working Memory and Education. Burlington, MA: Academic Press. 219–240

Gathercole, S., Alloway, T. (2008). Working memory and learning. London: Sage.

Goulandris, N. (2003). Introduction: Developmental dyslexia, language and orthographies. In N. Goulandris (Ed.), Dyslexia in different languages: Cross-linguistic comparisons (pp. 1–14). London, UK: Whurr.

Jordan, A., Carlin, A., & Estak, A. (2003). Approaches to learning: theory and practice. [E. Hejzi & R. Shahabi, 2013, Trans.] Tehran University Publication [In Persian].

Kibby, M.Y., Marks, W., Morgan, S., & Long, C.J. (2004). Specific impairment in developmental reading disabilities: A working memory approach. Journal of Learning Disabilities, 37, 349- 363.

Landerl, K., & Wimmer, H. (2008). Development of word reading ﬂuency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161.

Langer, J. A. (2000). Teaching middle and high school students to read and write well. National Research Center on English Learning & Achievement University at Albany State University of New York.

Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2011). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 1, 1–17.

Larsen, G. (2011). Understanding the early stages of the innovation diffusion process: awareness, influence and communication networks. Construction Management and Economics, 29 (10), 987-1002.

Marshall, C. M. & Nation, K. (2003). Individual differences in semantic and structural errors in children’s memory for sentences. Educational and Child Psychology, 20(3), 7-18.

Mc Neil, A. M., & Johnston, R. S. (2004). Word Length, phonemic, and visual similarity effects in poor and normal readers. Memory and Cognition, 32, 687-695.

Micaeli, F., (2005). A Study of Reading Phonological Processing Model in 8-10-year-old Monolingual and Bilingual students of Tehran and Tabriz. (Unpublished doctoral dissertation) Tarbiat Moalem University [In Persian]. .

Minear, M., & Shah, P. (2006). Sources of working memory deﬁcits in children and possibilities for remediation. In S. Pickering (Ed.), Working memory and education (pp. 274–307). Oxford, UK: Elsevier Press

Pickering, S. J., Gathercole, S. E., Hall, M., & Lloyd, S. A. (2001). Development of memory for pattern and path: Further evidence for the fractionation of visual and spatial short-term memory. Quarterly Journal of Experimental Psychology, 54A, 397-420.

Robert, G., Quach, J., Gold, L., Anderson, P., Richard, F., Mensah,, F., Ainley, J., Gathercole, S., Wake, M. (2011). Can improving working memory prevent academic difficulties? A school based randemised controlled trail.

Ruddell, R. B. & Unrau, N. J. (2004). Theoretical Models and Processes of Reading. International Reading Association.

Shahim, S. (1994). Investigating short Froms of Wechslers Scale for Children to be Used in Iran. Journal of Social and Human Sciences of Shiraz University, 7:67-77 [In Persian].

St Clair-Thompson, H. (2005). Working memory and its role in children's scholastic attainment. (Unpublished doctoral dissertation), University of Durham. 265 pages

Swanson, H. L., Saez, L., Gerber, M., & Leafstedt, J. (2004). Literacy and cognitive functioning in bilingual and nonbilingual children at or not at risk for reading disabilities. Journal of Educational Psychology, 96, 318.

Swanson, H. L. (2015). Short-Term Memory and Working Memory: Do Both Contribute to Our Understanding of Academic Achievement in Children and Adults with Learning Disabilities? Journal of Learning Disabilities, 27, 34- 50.

Thorn, A. S., & Gathercole, S. E. (2006). Language specific knowledge and short term memory in bilingual and non-bilingual children. Journal of Experimental Psychology, 52A, 303- 324.

Willcutt, E.G., Pennington, B.F., Olson, R.K., Chhabildas, N., & Hulslander, J. (2005). Neuropsychological analyses of comorbidity between reading disability and attention deﬁcit hyperactivity disorder: In search of the common deﬁcit. Developmental Neuropsychology, 27(1), 35–78.

_||_