Predicting Elementary School Children's Difficulty to Read and Write Using Working Memory

Abstract

Reading and writing are basic skills for learning. Research has revealed that working memory is related to learning these skills. In Study 1, we developed an assessment test for working memory and administered it to first graders at the start of primary school. The test comprised non-word comparison tasks that assessed verbal working memory and visual array comparison tasks that evaluated visuospatial working memory. Children with scores below the 10th percentile obtained higher ratings on the Working Memory Rating Scale and lower scores in phonological awareness skills than children with scores above the 10th percentile. This reveals the validity of the test. In Study 2, we proposed that the first graders' assessment test scores would predict these children's reading and writing performance 1–2 years later. The working memory assessment test was expected to help identify and support children who may experience future difficulties in reading and writing.