Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis |
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| Authors: | Barbara Carretti Erika Borella Cesare Cornoldi Rossana De Beni |
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| Institution: | 1. Department of Special Education at Peabody College, Vanderbilt University, Nashville, 37212, USA;2. National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China;3. Faculty of Education, Beijing Normal University, Beijing, 100875, China;1. Laboratoire d''Etude des Mécanismes Cognitifs (EA 3082), Université Lyon 2, LabEx Cortex ANR-11-LABX-0042, Université Lyon, France;2. Centre de Recherches sur la Cognition et les Apprentissages (UMR 7295), Université de Poitiers, Université François Rabelais de Tours, France;3. CNRS, France;4. Institut Universitaire de France, Paris, France |
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| Abstract: | It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks) and/or on the attentional control implied in working memory tasks (tasks requiring storage/manipulation being more predictive than storage-only tasks, regardless of task modality). Meta-analysis is used here to examine the relevance of several working memory measures in distinguishing between the performance of poor and good comprehenders in relation to the modality of the working memory task, and the involvement of controlled attention required by such a task. Our results demonstrate that memory tasks that are demanding in terms of attentional control and that require verbal information processing are best at distinguishing between poor and good comprehenders, suggesting that both domain-specific factors as well as general factors of working memory contribute to reading comprehension performance. The implications for different models of working memory in relation to reading comprehension are discussed. |
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