Order Short-Term Memory Capacity Predicts Nonword Reading and Spelling in First and Second Grade

Autor/inn/en	Binamé, Florence; Poncelet, Martine
Titel	Order Short-Term Memory Capacity Predicts Nonword Reading and Spelling in First and Second Grade
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9577-9
Schlagwörter	Early Childhood Education; Elementary School Students; Grade 1; Grade 2; Short Term Memory; Predictor Variables; Reading Skills; Reading Processes; Decoding (Reading); Spelling; Longitudinal Studies; Reading Instruction; Serial Ordering; Phonological Awareness; Robustness (Statistics) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Kurzzeitgedächtnis; Prädiktor; Reading skill; Lesefertigkeit; Leseprozess; Dekodierung; Schreibweise; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseunterricht; Ordnen; Ordnungsstruktur; Ordnungssystem; Widerstandsfähigkeit
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01