What is the role of working memory in reading relative to the big three processing variables (Orthography, phonology, and rapid naming)?

Journal of Psychoeducational Assessment

Volumn 24, Issue 3, 2006, Pages 243-259

  McCallum, R Steve ^a   Bell, Sherry Mee ^a   Wood, Margaret Scruggs ^a   Below, Jaime L ^a   Choate, Stephani M ^a   McCane, Sara J ^a  

^a UNIVERSITY OF TENNESSEE   (United States)

Author keywords

Dyslexia; Memory; Orthography; Phonology; Reading

Indexed keywords

EID: 33746704332     PISSN: 07342829     EISSN: None     Source Type: Journal    
DOI: 10.1177/0734282906287938     Document Type: Article

References (50)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Allington, R. L. (1976). A note on the Jordan Left-Right Reversal Test. Academic Therapy, 11, 409-414.
3. Allington, R. L. (1978). Sensitivity to orthographic structure as a function of grade and reading ability. Journal of Reading Behavior, 10, 437-439.
4. Allington, R. L. (1981). Sensitivity to orthographic structure in educable mentally retarded children. Contemporary Educational Psychology, 6, 135-139.
5. Baddeley, A. D., & Logie, R. H. (1999). Working memory: The multiple component model. In I. A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28-61). New York: Cambridge University Press.
6. Badian, N. (1997). Dyslexia and the double deficit hypothesis. Annals of Dyslexia 47, 69-87.
7. Badian, N. A. (2000). Prediction and prevention of reading failure. Baltimore: York Press.
8. Badian, N. A. (2001). Phonological and orthographic processing: Their roles in reading prediction. Annals of Dyslexia, 51, 179-202.
9. Badian, N. (2005). Does a visual-orthographic deficit contribute to reading disability? Annals of Dyslexia, 55, 28-52.
10. Barker, T. A., Torgesen, J. K., & Wagner, R. K. (1992). The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly, 27, 334-345.
11. Bell, S. M., McCallum, R. S., & Cox, E. A. (2003). Toward a research-based assessment of dyslexia: Using cognitive measures to identify reading disabilities. Journal of Learning Disabilities, 36, 505-516.
12. Berninger, V. (2001). Process Assessment of the Learner (PAL): Test battery for reading and writing. San Antonio, TX: The Psychological Corporation.
13. Berninger, V. W., Abbott, R. D., Vermeulen, K., Ogier, S., Brooksher, R., Zook, D., et al. (2002). Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language profiles. Learning Disability Quarterly, 25, 59-75.
14. Booth, J. R., & Burman, D. D. (2001). Development and disorders of neurocognitive systems for oral language and reading. Learning Disability Quarterly, 24, 205-215.
15. Booth, J. R., Perfetti, C. A., MacWhinney, B., & Hunt, S. B. (2000). The association of rapid temporal perception with orthographic and phonological processing in reading impaired children and adults. Scientific Studies of Reading, 4, 101-132.
16. Christiansen, C. A. (2000). Preschool phonemic awareness and success in reading. In N. A. Badian (Ed.), Prediction and prevention of reading failure (pp. 153-178). Baltimore: York Press.
17. Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. Journal of Special Education, 35, 201-210.
18. CTB. (1996). Comprehensive Test of Basic Skills (5th ed.). Monterey, CA: CTB/McGraw-Hill.
19. Cunningham, A. F., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14, 549-568.
20. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
21. Denckla, M. B., & Cutting, L. E. (1999). History and significance of rapid automatized naming. Annals of Dyslexia, 4, 29-42.
22. Eden, G. F., & Moats, L. (2002). The role of neuroscience in the remediation of students with dyslexia. Nature Neuroscience Supplement. Retrieved March 12, 2004, from Nature Publishing Group Web site: http://www.nature.com/neuro/journal/v5/n11s/abs/nn946.html;jsessionid= 547FA0B5ADF11B200F2E3233561B1D64
23. Fowler, A., & Swainson, B. (2004). Relationships of naming skills to reading, memory, and receptive vocabulary: Evidence for imprecise phonological representations of words by poor readers. Annals of Dyslexia, 54, 247-280.
24. Gathercole, S. E. (1998). The development of memory. Journal of Child Psychology and Psychiatry, 39, 3-27.
25. Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
26. Hopkins, K. D., & Miller, M. D. (1992). Test review of the Comprehensive Tests of Basic Skills fourth edition. In J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook [Electronic version]. Retrieved March 14, 2005, from the Buros Institute's Test Reviews Online Web site: http://www.unl.edu/buros
27. International Dyslexia Association. (2002, January). Response to OSEP summit on learning disabilities: The nature of learning disabilities. Washington, DC: Author.
28. International Dyslexia Association. (2003). Definition of dyslexia. Retrieved April 10, 2004, from http://www.interdys.org
29. Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
30. Manis, F., & Bailey, C. (2001, April). Developmental profiles for phonological and surface dyslexia in Grades 3-5. Paper presented at the Fifth British Dyslexia Association International Conference, University of York.
31. Mather, N., Hammill, D. D., Allen, E. A., & Roberts, R. (2004). Test of Silent Word Reading Fluency. Austin, TX: PRO-ED.
32. McCallum, R. S., & Bell, S. M. (2001). Test of Dyslexia. Unpublished manuscript, University of Tennessee, Knoxville.
33. The Psychological Corporation. (2001). Wechsler Individual Achievement Test-second edition. San Antonio, TX: Author.
34. Puolakanaho, A., Poikkeus, A., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2004). Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills. Annals of Dyslexia, 54, 221-243.
35. Roberts, R., & Mather, N. (1997). Orthographic dyslexia: The neglected subtype. Learning Disabilities Research & Practice, 12, 236-250.
36. Sprenger-Charolles, L., Siegel, L. S., Bechennec, D., & Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study. Journal of Experimental Child Psychology, 84, 194-217.
37. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences in the individual differences in the acquisition of reading. Reading Research Quarterly, 21, 360-407.
38. Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Lawrence Erlbaum.
39. Swanson, H. L., & Sachs-Lee, C. (2001). Learning disabled readers' working memory: What does or does not develop? Unpublished manuscript, University of California, Riverside.
40. Swanson, H. L., & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education, 7, 1-48.
41. Turtletaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience: Advance Online Publication. Retrieved March 4, 2004, from www.nature.com/natureneurosciencedoi:10.1038/nn10651-7
42. van Daal, V., & van der Leij, A. (1999). Developmental dyslexia: Related to specific or general deficits? Annals of Dyslexia, 49, 71-104.
43. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading. Psychological Bulletin, 101, 192-212.
44. Walrath, C. M., Holland, J., McIntosh, D., & Huffman, L. (2004). The role of phonological awareness, rapid automatized naming, and orthographic processing in word reading. Journal of Psychoeducational Assessment, 22, 141-168.
45. Wolf, M. (1999). What time may tell: Towards a new conceptualization of developmental dyslexia. Annals of Dyslexia, 49, 3-28.
46. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
47. Wolf, M., & Bowers, P. G. (2000). Naming speed deficits in developmental reading disabilities: An introduction to the special series on the double-deficit hypothesis. Journal of Learning Disabilities, 33, 322-324.
48. Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.
49. Wolff, U., & Lundberg, I. (2003). A technique for group screening of dyslexia among adults. Annals of Dyslexia, 53, 324-339.
50. Zeffiro, T., & Eden, G. (2000). The neural basis of developmental dyslexia. Annals of Dyslexia, 50, 1-30.