Auditory working memory and early reading skills in Hebrew-speaking preschool children

Karen Banai; Rachel Yifat

doi:10.1515/jbcpp-2012-0034

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Auditory working memory and early reading skills in Hebrew-speaking preschool children

Karen Banai und Rachel Yifat

Veröffentlicht/Copyright: 7. September 2012

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Aus der Zeitschrift Journal of Basic and Clinical Physiology and Pharmacology Band 23 Heft 3

Abstract

The hypothesis that different subcomponents of auditory working memory are differentially related to early reading skills was tested in 63 Hebrew speaking 4-year-old children, using a battery of early reading (phonological processing and familiarity with written language) and memory (simple and complex spans) tasks. Complex spans accounted for significant amounts of variance on both facets of early reading even after the contribution of simple spans was accounted for. These findings suggest that the unique contribution of complex working memory to early reading can be identified as early as preschool and that the structure of correlations between reading and memory is similar across ages.

Keywords: auditory memory; early reading; phonological awareness; working memory

Corresponding author: Dr. Karen Banai, Department of Communication Sciences and Disorders, University of Haifa, Haifa 31905, Israel Phone: +972-4-8288587

Published Online: 2012-09-07

Published in Print: 2012-09-01

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Artikel in diesem Heft

https://doi.org/10.1515/jbcpp-2012-0034

Schlagwörter für diesen Artikel

auditory memory; early reading; phonological awareness; working memory