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

Karen Banai; Rachel Yifat

doi:10.1515/jbcpp-2012-0034

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

Karen Banai, Rachel Yifat

Department of Communication Sciences and Disorders

University of Haifa

Research output: Contribution to journal › Article › peer-review

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.

Original language	American English
Pages (from-to)	109-115
Number of pages	7
Journal	Journal of Basic and Clinical Physiology and Pharmacology
Volume	23
Issue number	3
DOIs	https://doi.org/10.1515/jbcpp-2012-0034
State	Published - Sep 2012

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Auditory memory
Early reading
Phonological awareness
Working memory

All Science Journal Classification (ASJC) codes

Drug Discovery
Physiology
Pharmacology

Access to Document

10.1515/jbcpp-2012-0034

Cite this

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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",

author = "Karen Banai and Rachel Yifat",

note = "Funding Information: Authors{\textquoteright} conflict of interest disclosure: The authors stated that there are no conflicts of interest regarding the publication of this article. Research funding: This study was supported by the Israel Science Foundation (LHSI 1842/07). Employment or leadership: None declared. Honorarium: None declared.",

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N2 - 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.

AB - 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.

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

Abstract

UN SDGs

Keywords

All Science Journal Classification (ASJC) codes

Access to Document

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