Assessment of working memory components at 6years of age as predictors of reading achievements a year later

Working Memory in Portuguese Children With Developmental Dyslexia

“…Concerning reading, the Backward DS was the most robust predictor for the three reading measures (particularly reading fluency, with 15.1% of unique variance), whereas the Forward DS (PL) contributed to only a small but significant proportion of the unique variance in reading fluency alone. In a sample of firstgraders, Nevo and Breznitz (2011) also found that the Backward DS task made the largest contribution to the explanation of unique variance in reading accuracy and in reading fluency, whereas the Forward DS task was a non-significant predictor. Similar to the VSSP tasks, the Trail B-A (CE) did not account for a significant degree of unique variance, suggesting that variance in reading is related to the storage and processing of verbal information rather than to shifting or visuospatial STM capacity.…”

“…Furthermore, the presence of intact CE functioning in children with DD has also been reported (Kibby & Cohen, 2008;Landerl et al, 2009;van der Sluis, van der Leij, & de Jong, 2005). Numerous studies have found that CE predicted variance in reading decoding (Gathercole et al, 2006;Jerman et al, 2012;Nevo & Breznitz, 2011;Swanson & Ashbaker, 2000), reading comprehension (Sesma, Mahone, Levine, Eason, & Cutting, 2009;Swanson & Jerman, 2007), reading fluency (Berninger et al, 2006;Nevo & Breznitz, 2011;Swanson & Jerman, 2007), and mathematical ability (Andersson, 2008;Jerman et al, 2012). Conversely, some studies have not found a predictive effect of CE on reading accuracy and/or reading comprehension (Berninger et al, 2006;Sesma et al, 2009).…”

“…In addition, studies comparing the VSSP capacities of children with DD and those with other neurodevelopment disorders have found that children with DD performed better than children with comorbid dyslexia/dyscalculia (Landerl, Fussenegger, Moll, & Willburger, 2009) or other learning difficulties (Jeffries & Everatt, 2004) but achieved scores similar to those of children with attention deficit hyperactivity disorder (ADHD) (Willcutt et al, 2005). Among the limited studies that have explored the predictive power of VSSP tasks for reading performance, some have found that VSSP predicts long-term reading achievement (Sarver et al, 2012), reading fluency (Nevo & Breznitz, 2011) and reading comprehension (Goff et al, 2005).…”

“…However, others found no predictive value of VSSP tasks for reading decoding or reading comprehension (Gathercole, Alloway, Willis, & Adams, 2006;Nevo & Breznitz, 2011). …”

Desempeño lector en niños con diagnóstico de TDAH (Trastorno de Déficit de Atención con Hiperactividad)/ Reading performance in children with ADHD (Attention-Deficit/Hyperactivity Disorder)

“…Asimismo, la lectura es descrita como un dominio complejo que, según diferentes estudios, se relaciona con procesos neuropsicológicos y cognitivos, entre los que se encuentran las habilidades de procesamiento, la memoria de trabajo, las habilidades lingüísticas (Canet-Juric, Urquijo, Richard's & Burin, 2009;Nevo & Breznitz, 2011), la denominación automatizada rápida, la memoria a cortoplazo (Savage et al, 2005), la atención (Rosselli, Matute & Ardila, 2006) y las funciones ejecutivas (Sesma, Mahone, Levine, Eason & Cutting, 2009). …”