The relationship between working memory and reading comprehension in third grade children
DOI:
https://doi.org/10.15448/1984-4301.2017.2.26437Keywords:
Reading disabilities, Working memory, Provinha Brasil.Abstract
Reading and writing are essential rights, which involve individual and social aspects (UNESCO, 2005). However, reading disorders and deficits within executive functions can make reading arduous. The aim of this study is to investigate the development of reading skills within 43 third grade students from public schools in the city of Natal-RN and its connection to working memory capacity, through information gathered from Provinha Brasil, and data from working memory tasks (AWMA – Automated Working Memory Assessment). The Provinhas Brasil from students from Project ACERTA – Avaliação de Crianças em Risco de Transtornos de Aprendizagem (CAPES/OBEDUC) – were analyzed and compared to the scores from the working memory tests. Results indicate that reading skills are directly linked to working memory capacity, especially with regards to the phonological component.
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