The hypothesis that different subcomponents of auditory working memory are differentially related to early reading skills was tested in 63 Hebrew speaking 4-year-old children, using a battery of early reading (phonological processing and familiarity with written language) and memory (simple and complex spans) tasks. Complex spans accounted for significant amounts of variance on both facets of early reading even after the contribution of simple spans was accounted for. These findings suggest that the unique contribution of complex working memory to early reading can be identified as early as preschool and that the structure of correlations between reading and memory is similar across ages.
|Number of pages||7|
|Journal||Journal of Basic and Clinical Physiology and Pharmacology|
|State||Published - Sep 2012|
Bibliographical noteFunding Information:
Authors’ conflict of interest disclosure: The authors stated that there are no conflicts of interest regarding the publication of this article. Research funding: This study was supported by the Israel Science Foundation (LHSI 1842/07). Employment or leadership: None declared. Honorarium: None declared.
- Auditory memory
- Early reading
- Phonological awareness
- Working memory
ASJC Scopus subject areas
- Drug Discovery