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ERIC Number: EJ887633
Record Type: Journal
Publication Date: 2010-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0161-1461
Relationship of Word- and Sentence-Level Working Memory to Reading and Writing in Second, Fourth, and Sixth Grade
Berninger, Virginia W.; Abbott, Robert D.; Swanson, H. Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar
Language, Speech, and Hearing Services in Schools, v41 n2 p179-193 Apr 2010
Purpose: The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Method: Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. Results: At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. Discussion: The clinical significance of these findings for assessment and intervention is discussed.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 4; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A