Reference : Order short-term memory capacity predicts nonword reading and spelling in first and s...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/2268/184549
Order short-term memory capacity predicts nonword reading and spelling in first and second grade
English
Binamé, Florence mailto [Université de Liège > Département de Psychologie : cognition et comportement > Neuropsychologie du langage et des apprentissages >]
Poncelet, Martine mailto [Université de Liège > Département de Psychologie : cognition et comportement > Neuropsychologie du langage et des apprentissages >]
Jan-2016
Reading and Writing
Springer
1
1-20
Yes (verified by ORBi)
International
0922-4777
1573-0905
[en] Decoding ; Nonword spelling ; Order STM ; Phonological awareness
[en] Recent theories of short-term memory (STM) distinguish between item
information, which reflects the temporary activation of long-term representations
stored in the language system, and serial-order information, which is encoded in a
specific representational system that is independent of the language network. Some
studies examining the relationship between reading acquisition and verbal STM for
order and item information separately in beginning readers have found that order
STM capacity is independently predictive of nonword decoding abilities in first
grade, but item STM is not. In this longitudinal study, we first aimed to explore
whether this finding also holds for nonword spelling abilities. We also sought to
determine whether order STM capacity remains an independent predictor of nonword
decoding and spelling abilities in the second year of reading instruction. For
this purpose, 70 typically developing children were followed over 3 years, from
kindergarten to second grade. In kindergarten, children were administered order and
item STM tasks and phonological awareness tasks, in addition to tasks assessing
letter name knowledge, vocabulary knowledge, and nonverbal reasoning. In first and
second grades, the children’s word and nonword reading and spelling abilities were
assessed. The results revealed that order STM capacity was a robust independent
predictor of nonword reading and spelling abilities in first and second grade, but was
not related to the abilities to read and spell words. The specific role of order STM in
the acquisition of the sublexical reading and spelling routes is discussed.
Fonds de la Recherche Scientifique (Communauté française de Belgique) - F.R.S.-FNRS
http://hdl.handle.net/2268/184549
10.1007/s11145-015-9577-9
http://link.springer.com/article/10.1007%2Fs11145-015-9577-9

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