Assessment of working memory components at 6years of age as predictors of reading achievements a year later

Abstract

The ability of working memory skills (measured by tasks assessing all four working memory components), IQ, language, phonological awareness, literacy, rapid naming, and speed of processing at 6years of age, before reading was taught, to predict reading abilities (decoding, reading comprehension, and reading time) a year later was examined in 97 children. Among all working memory components, phonological complex memory contributed most to predicting all three reading abilities. A capacity measure of phonological complex memory, based on passing a minimum threshold in those tasks, contributed to the explained variance of decoding and reading comprehension. Findings suggest that a minimal ability of phonological complex memory is necessary for children to attain a normal reading level. Adding assessment of phonological complex memory, before formal teaching of reading begins, to more common measures might better estimate children's likelihood of future academic success.