Auditory working memory and early reading skills in Hebrew-speaking preschool children

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Pages (from-to)109-115
Number of pages7
JournalJournal of Basic and Clinical Physiology and Pharmacology
Issue number3
StatePublished - Sep 2012

Bibliographical note

Funding 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
  • Physiology
  • Pharmacology


Dive into the research topics of 'Auditory working memory and early reading skills in Hebrew-speaking preschool children'. Together they form a unique fingerprint.

Cite this