Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis

Carretti, Barbara; Borella, Erika; Cornoldi, Cesare; Béni, Rossana De

doi:10.1016/j.lindif.2008.10.002

Cited by 352 publications

(315 citation statements)

References 41 publications

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“…In the present study, by considering the role of different WM components separately, we were able to test the hypothesis that -as already seen for other measures of achievement in complex skills (e.g. Carretti et al, 2009) -active WM would predict a large portion of the variance in geometrical achievement in younger children too, while short-term storage components would not. Different measures of intelligence were also adopted in the present study to ascertain the role of intelligence, which may affect the acquisition of geometrical knowledge.…”

Section: Discussionmentioning

confidence: 58%

“…A large body of research has shown that WM predicts success in school-related tasks, such as reading comprehension (Carretti, Borella, Cornoldi, & De Beni, 2009), approximate mental addition (Caviola, Mammarella, Cornoldi, & Lucangeli, 2012), mathematical skills (Alloway & Passolunghi, 2011), multi-digit operations (Heathcote, 1994), nonverbal problem-solving (Rasmussen & Bisanz, 2005), mathematical achievement (Bull, Espy, & Wiebe, 2008;Jarvis & Gathercole, 2003;Maybery & Do, 2003;Passolunghi, Mammarella, & Altoè, 2008). Giofrè, Mammarella, Ronconi, and coauthors (2013) recently showed that WM may also be related to geometrical achievement in late adolescence.…”

Section: Cognitive Processes Involved In Geometry: Working Memory Andmentioning

confidence: 99%

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The relationship among geometry, working memory, and intelligence in children

Giofrè

Mammarella

Cornoldi

2014

Journal of Experimental Child Psychology

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Although geometry is one of the main areas of mathematical learning, the cognitive processes underlying geometry-related academic achievement have not been studied in detail. This study explored the relationship between working memory (WM), intelligence (g-factor) and geometry in 176 typically-developing children attending school in their 4 th and 5 th grades. Structural equation modeling showed that about 40% of the variance in academic achievement and in intuitive geometry (which is assumed to be independent of a person's cultural background) were explained by WM and the g-factor. After taking intelligence and WM into account, intuitive geometry was no longer significantly related to academic achievement in geometry. We also found intuitive geometry closely related to fluid intelligence (as measured by Raven) and reasoning ability, while academic achievement in geometry depended largely on WM. These results were confirmed by a series of regressions in which we estimated the contributions of WM, intelligence and intuitive geometry to the unique and shared variance explaining academic achievement in geometry. Theoretical and educational implications of the relationship between WM, intelligence and academic achievement in geometry are discussed.

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Section: Discussionmentioning

confidence: 58%

Section: Cognitive Processes Involved In Geometry: Working Memory Andmentioning

confidence: 99%

The relationship among geometry, working memory, and intelligence in children

Giofrè

Mammarella

Cornoldi

2014

Journal of Experimental Child Psychology

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“…Muchos son los factores que inciden en las dificultades de comprensión. Diversas investigaciones consultadas (Cain, Bryant y Oakhill, 2004;Carretti, Borella, Cornoldi y De Beni, 2009;Catts, Adlof, y Ellis-Weismer, 2006; Cromley, Snyder-Hogan y Luciw-Dubais, 2014 y Nation, Snowling y Clark, 2007) señalan como algunos de los más importantes la memoria de trabajo verbal, la fluidez lectora y el vocabulario.…”

Section: Breve Referente Teóricounclassified

“…A pesar de la gran cantidad de investigaciones al respecto (Cain, Bryant y Oakhill, 2004;Carretti, Borella, Cornoldi y De Beni, 2009;Meisinger, Bloom y Hynd, 2010;Nation, Snowling y Clark, 2007y Sporer, Brunstein, y Kieschke, 2009) no existen resultados del todo concluyentes en cuanto a la naturaleza de la relación entre las variables comprensión lectora con la memoria de trabajo, la fluidez y el vocabulario. Tampoco se ha podido establecer con certeza la dirección o causalidad del vínculo entre vocabulario y comprensión (Cain y Oakhill, 2006y Cromley et al, 2014.…”

Section: Breve Referente Teóricounclassified

Comprensión lectora, memoria de trabajo, fluidez y vocabulario en escolares cubanos

2016

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El presente artículo examina algunos factores cognitivos asociados a las dificultades de comprensión lectora de un grupo de estudiantes de tercero y quinto grados del municipio Marianao, provincia La Habana, Cuba en el año 2013. Participaron 108 estudiantes, 54 del sexo femenino y 54 del sexo masculino, con edades comprendidas entre los 8 y 10 años. Fueron evaluadas la comprensión lectora, la memoria de trabajo verbal, la fluidez y el vocabulario. Los principales resultados muestran que la memoria de trabajo verbal, la fluidez y el vocabulario se correlacionan positiva y significativamente con la comprensión lectora, por lo que pueden considerarse buenos predictores del desempeño en relación con este proceso. En relación con cada una de estas variables se observa un mejor rendimiento de los estudiantes de quinto grado, con respecto a los de tercer grado.

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“…Recently, accumulating literature has identified working memory deficits as closely associated with specific LD, such as reading disability [1], mathematical disability [2], ADHD [3], or combined reading and mathematics disability [4] [5]. So, some researchers have concluded that working memory may be a core deficit in children with LD, especially an impaired ability to update relevant information from working memory as a hallmark of the learning disorder because working memory (WM) updating is considered to be a key component of working memory [6]. WM updating is the ability to simultaneously integrate new relevant information and suppress data that is no longer relevant (Friedman et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Electrophysiological Evidence of Working Memory Updating Deficits in Children with Learning Disabilities

Yao¹

2017

Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)

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Abstract-Recent behavioral studies suggest that children with learning disabilities (LD) have difficulty in working memory (WM) updating. However, as behavioral performance represents the summed activity of multiple stages of processing, the temporal locus of the WM updating deficit remains unclear. Here, we used an event-related potential (ERP) paradigm to compare the temporal mechanisms of WM updating in 21 children with LD (aged between 10 and 12 years) and 21 agematched controls while they performed the running memory task. Behavioral results showed that children with LD attained significantly lower accuracy when the task required updating. ERPs revealed that the occipital early P1 component and parietal late positive complex (LPC) amplitudes were lower in children with LD compared to controls when the task required children to remember a new stimulus. The LPC (1000-1500) amplitude correlated with the performance of academic and updating behavior. These results provide a novel electrophysiological evidence that children with LD have a specific impairment in early visual attention processing and lately WM updating.

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Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis

Cited by 352 publications

References 41 publications

The relationship among geometry, working memory, and intelligence in children

The relationship among geometry, working memory, and intelligence in children

Comprensión lectora, memoria de trabajo, fluidez y vocabulario en escolares cubanos

Electrophysiological Evidence of Working Memory Updating Deficits in Children with Learning Disabilities

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