Working memory resources and children's reading comprehension

By A. Seigneuric, Marie-France Ehrlich, Jane Oakhill, N. Yuill. 2000

312 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/49a83b7438437f0eedea1c65cb0ae2569ab1db7e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004, methodology): “In previous work, strong relations between the digit working memory task and reading comprehension level have been found (Seigneuric et al., 2000; Yuill et al., 1989) so it is surprising that it was not such a good predictor of text comprehension in this study.”
Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation (2005, methodology): “On a previous study using a similar working memory measure with fourth-grade children, we found a 0.81 reliability estimate ( Seigneuric et al., 2000 ).”
The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties. (2005, background): “They do, however, typically have marked impairments on measures of complex memory tasks which involve both storage and processing of information, such a reading span (Daneman & Carpenter, 1980; Nation et al., 1999; Seigneuric, Ehrlich, Oakhill, & Yuill, 2000; Swanson, 1994; Yuill, Oakhill, & Parki”
The dissociation of word reading and text comprehension: Evidence from component skills (2003, background): “We have shown previously that reading comprehension is related to measures of working memory in children of primary school age (see Seigneuric, Ehrlich, Oakhill, & Yuill, 2000; Yuill, Oakhill, & Parkin, 1989) and we have recently demonstrated that verbal working memory is significantly related—ove”
Levels of Comprehension Monitoring and Working Memory in Good and Poor Comprehenders (2005, background): “In addition, mental models of texts often involve an imaginal component (Kintsch, 1998; Sadoski & Paivio, 2001 ) which may be one aspect of the representation that differs between good and poor comprehenders (see also Oakhill & Patel, 1991).”
Improving children's working memory and classroom performance (2010, unknown): “Cain, Oakhill, & Bryant, 2004 ; Nation, Adams, Bowyer‐Crane, & Snowling, 1999 ; Seigneuric, Ehrlich, Oakhill & Yuill, 2000 ).”