The reading span test and its predictive power for reading comprehension ability

By Naomi P. Friedman, Akira Miyake. 2004

281 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/04f821fa51f205f1b96348705aa9199e90e28f5e

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Variation in Working Memory Capacity as Variation in Executive Attention and Control (2012, background): “Thus, strategic allocation of study time did not drive covariation between WMC and verbal ability; if anything, strategy use suppressed measurement of the relation ship (see also Friedman & Miyake, 2004 ).”
Measuring Working Memory Capacity With Automated Complex Span Tasks (2012, background): “However, Kane et al. (2004) demonstrated that the storage components of Reading, Operation, and Symmetry Span account for similar variance in verbal and spatial ability tests, leading to the view that individual differences in WMC are predominantly domain-general.”
On the division of short-term and working memory: an examination of simple and complex span and their relation to higher order abilities. (2007, methodology): “Recently, this procedure has been used by a number of researchers (including us) to examine individual differences in complex span (Friedman & Miyake, 2004; Kane et al., 2004; Unsworth, Heitz, Schrock, & Engle, 2005).”
The relations among inhibition and interference control functions: a latent-variable analysis. (2004, background): “In addition, to minimize the use of idiosyncratic strategies, the experimenter instructed participants to begin reading each sentence as soon as it appeared and reminded them of this requirement if they detected pauses (Friedman & Miyake, 2003).”
The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading (2010, background): “Nonetheless, processing still determines the r United Kingdom Literacy Association 2009 Friedman & Miyake, 2004 for a detailed treatment of the relationship between processing and storage).”
Working memory span tasks: A methodological review and user’s guide (2005, methodology): “As a specific example, with a sample size of 236, Kane et al. (2004) observed coefficient alphas of .”
Aspects of working memory in L2 learning (2011, background): “The relative contribution that processing and storage domains make to RST performance, as well as how the outcomes are interpreted, is subject to debate (Waters & Caplan 2003; Friedman & Miyake 2004).”