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The contribution of working memory components to reading comprehension in children

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dc.contributor.author Best, Jacqueline Brooke
dc.date.accessioned 2011-01-07T16:19:36Z
dc.date.available 2011-01-07T16:19:36Z
dc.date.copyright 2010 en
dc.date.issued 2011-01-07T16:19:36Z
dc.identifier.uri http://hdl.handle.net/1828/3189
dc.description.abstract The study examines language, memory and reading skills in children from two private schools in Victoria, British Columbia. Phonological processing and word-level decoding were significantly correlated, suggesting that familiarity with letters and their associated sounds are important for word-level reading. Phonological processing and decoding skill performance were significantly correlated with STM span and not WM span, suggesting that word-level decoding is not attentionally demanding for this sample of children. Decoding speed was inversely related to STM span; faster reading times and larger STM spans were highly predictive of one another. The children’s WM and STM task performance were relatively similar and may be reflective of efficient strategy use, such as word recognition, which reduces attention for processing in WM. en
dc.language English eng
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject Memory en
dc.subject Language en
dc.subject Reading comprehension en
dc.subject Children en
dc.subject Short-term memory en
dc.subject Processing speed en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Education::Reading en
dc.title The contribution of working memory components to reading comprehension in children en
dc.type Thesis en
dc.contributor.supervisor Harrison, Gina Louise
dc.degree.department Dept. of Educational Psychology and Leadership Studies en
dc.degree.level Master of Arts M.A. en


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