Working Memory, Short-Term Memory, and Speech Rate as Predictors of Children's Reading Performance at Different Ages.

By H. Lee Swanson, M. J. Howell. 2001

216 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c790157239d96506e6725791f398229c53d83f28

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Anne-Marie Adams
2. Minna Torppa
3. Linda Siegel
4. Mikko Aro
5. Frances Conners
6. Susan E. Gathercole *
7. C. Willis
8. K. Cain

In Developmental and Educational Psychology

1. Tracy Packiam Alloway
2. Susan E. Gathercole *
3. Anna-Maija Poikkeus
4. Orly Lipka
5. Minna Torppa
6. Jari Nurmi
7. Marja‐Kristiina Lerkkanen
8. Anne-Marie Adams

In Statistics and Probability

1. Tracy Packiam Alloway
2. Susan E. Gathercole *
3. Minna Torppa
4. Anna-Maija Poikkeus
5. Jari Nurmi
6. Anne-Marie Adams
7. C. Willis
8. Orly Lipka

Citations in the corpus

• Test Review: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) (2006, unknown): “FS-IQs of other Wechsler scales (i.e., .89). These correlations are among the highest ever reported between global IQ and achievement. According to Kenny (1979), “Even highly developed causal models do not explain behavior very well.”
• Working memory, fluid intelligence, and science learning (2006, background): “While there have been extensive studies of WM’s relationship with reading and mathematics achievement (Alloway, 2006; Reuhkala, 2001; Swanson & Howell, 2003), less emphasis has been given to the connection between WM and science learning.”
• Attentional control and the Simple View of reading (2009, background): “It may be argued that short-term storage is required during text reading to connect decoded words with propositions and ultimately larger knowledge structures that are being developed during reading (e.g., Cain et al., 2004; Goff et al., 2005; Swanson & Howell, 2001 ).”
• Syntactic awareness and reading ability: Is there any evidence for a special relationship? (2007, background): “Memory is correlated with word reading and reading comprehension (Cain, Oakhill, & Bryant, 2004; Swanson & Howell, 2001) as well as with syntactic awareness (e.g., Siegel & Ryan, 1988), but syntactic awareness predicts reading ability after statistically controlling for memory (e.g., Gaux &…”
• Working memory and phonological awareness as predictors of progress towards early learning goals at school entry (2005, result): “In particular, phonological short-term memory scores were uniquely associated with ratings of proficiency in reading, consistent with many studies of reading ability in older children (e.g. Gathercole et al., 1991; Hulme et al., 2002; Swanson & Howell, 2001).”
• The development of reading comprehension skills in children learning English as a second language (2011, background): “Indeed, working memory tasks have been found to be important predictors of word reading performance (e.g., Siegel & Ryan, 1989a; Swanson & Howell, 2001).”
• How does working memory work in the classroom (2006, background): “In typically developing samples of children, scores on working memory tasks predict reading achievement independently of measures of verbal short-term memory (Swanson and Howell, 2001; Swanson, 2003) and phonological awareness skills (Swanson and Beebe-Frankenberger, 2004).”
• Counting and rapid naming predict the fluency of arithmetic and reading skills (2016, background): “…memory (i.e., the domain-specific storage of verbal information) have been found to be related to reading (Alloway & Alloway, 2010; de Jong, 1998; Swanson & Howell, 2001; Swanson & Jerman, 2007; Swanson, Trainin, Necoechea, & Hammill, 2003) and arithmetic fluency (Raghubar, Barnes, & Hecht,…”