Growth in working memory and inhibition predicts literacy in English language learners: A cross-sectional and longitudinal study

Memory

Volumn 23, Issue 5, 2015, Pages 748-773

  Swanson, H Lee ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

English language learners; L2 reading; Phonological; Working memory

Indexed keywords

AGING; CHILD; CROSS-SECTIONAL STUDY; FEMALE; HUMAN; INHIBITION (PSYCHOLOGY); LEARNING; LONGITUDINAL STUDY; MALE; MULTILINGUALISM; PSYCHOLOGY; READING; SHORT TERM MEMORY;

AGING; CHILD; CROSS-SECTIONAL STUDIES; FEMALE; HUMANS; INHIBITION (PSYCHOLOGY); LEARNING; LITERACY; LONGITUDINAL STUDIES; MALE; MEMORY, SHORT-TERM; MULTILINGUALISM; READING;

EID: 84928210003     PISSN: 09658211     EISSN: 14640686     Source Type: Journal    
DOI: 10.1080/09658211.2014.927504     Document Type: Article

References (73)

1. Abreu, P. M., & Gathercole, S. E. (2012). Executive and phonological processes in second language acquisition. Journal of Educational Psychology, 104, 974–986. doi:10.1037/a0028390
2. Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87, 85–106. doi:10.1016/j.jecp.2003.10.002
3. August. D., & Hakuta, K. (1997). Improving schooling for minority-language children: A research agenda. Washington, DC: National Academy Press.
4. Baddeley, A. D. (1996). Exploring the central executive. Quarterly Journal of Experimental Psychology, 49a, 5–28. doi:10.1080/027249896392784
5. Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language-learning device. Psychological Review, 105, 158–173. doi:10.1037//0033-295X.105.1.158
6. Baddeley, A. D., & Logie, R. H. (1999). The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28–61). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139174909.005
7. Bialystok, E. (2007). Cognitive effects of bilingualism: How linguistic experience leads to cognitive change. The International Journal of Bilingual Education and Bilingualism, 10, 210–223. doi:10.2167/beb441.0
8. Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3–11. doi:10.1017/S1366728908003477
9. Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110, 461–468. doi:10.1016/j.jecp.2011.05.005
10. Bialystok, E., & Martin, M. (2004). Attention and inhibition in children: Evidence from the Dimensional change card sort task. Developmental Science, 7, 325–329. doi:10.1111/j.1467–7687.2004.00351.x
11. Brownell, K. (2001). Expressive one-word picture vocabulary test (3rd ed.). New York, NY: Academic Therapy.
12. Chiappe, P., Siegel, L. S., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369–400. doi:10.1207/S1532799XSSR0604_04
13. Chincotta, D., & Underwood, G. (1998). Non-temporal determinants of bilingual memory capacity: The role long-term representations and fluency. Bilingualism: Language and Cognition, 1, 117–130. doi:10.1017/S1366728998000248
14. Colom, R., Flores-Mendoza, C., Quiroga, M.Á., & Privado, J. (2005). Working memory and general intelligence: The role of short-term storage. Personality and Individual Differences, 39, 1005–1014. doi:10.1016/2005.03.020
15. Costa, A., & Santesteban, M. (2004). Lexical accessing in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners. Journal of Memory and Language, 50, 491–511. doi:10.1016/j.jml.2004.02.002
16. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251. doi:10.3102/00346543049002222
17. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. doi:10.1016/S0022-5371(80)90312-6
18. Dunn, L. M., & Dunn, L. M. (1981). The Peabody picture vocabulary test-revised. Circle Pines, MN: American Guidance Service.
19. Dunn, L. M., Lugo, D. E., Padilla, E. R., & Dunn, L. M. (1986). Test de Vocabulario Imágenes Peabody [The Peabody Test of Picture Vocabulary]. Circle Pines, MN: American Guidance Service.
20. Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465. doi:10.1037//0022-0663.85.3.453
21. Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11(1), 19–23. doi:10.1111/1467-8721.00160
22. Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. (1999). Working memory, short-term memory, and general fluid intelligence: A latent variable approach. Journal of Experimental Psychology: General, 128, 309–331. doi:10.1037//0096-3445.128.3.309
23. Farnia, F., & Geva, E. (2011). Cognitive correlates of vocabulary growth in English language learners. Applied Psycholinguistics, 32, 711–738. doi:10.1017/S0142716411000038
24. Friedman, N. P., Haber, B. C., Willcutt, E. G., Miyake, A. Young, S. Corely, R. P., & Hewitt, J. K. (2007). Greater attention problems during childhood predict poorer executive functioning in late adolescence. Psychological Science, 18, 893–900. doi:10.1111/j.1467–9280.2007.01997.x
25. Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to15 years of age. Developmental Psychology, 40, 177–190. doi:10.1037/0012-1649.40.2.177
26. Genesee, F., & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes, and oral language. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 175–183). Mahwah, NJ: Lawrence Erlbaum Associates.
27. Geva, E., Wade-Woolley, L., & Shaney, M. (1997). Development of reading efficiency in first and second language. Scientific Studies in Reading, 1, 119–144. doi:10.1207/s1532799xssr0102_2
28. Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish English speakers. Topics in Language Disorders, 22, 46–70. doi:10.1097/00011363-200211000-00008
29. Gottardo, A., Collins, P., Baciu, I., & Gebotys, R. (2008). Predictors of grade 2 word reading and vocabulary from grade 1 variables in Spanish-speaking children: Similarities and differences. Learning Disabilities Research & Practice, 23, 11–24. doi:10.1111/j.1540–5826.2007.00259.x
30. Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language. Journal of Educational Psychology, 93, 530–542. doi:10.1037//0022-0663.93.3.530
31. Hammill, D., Mather, N., & Roberts, R. (2001). Illinois test of psycholinguistic abilities. (3rd ed.). Austin, TX: PRO-ED.
32. Hertzog, C., Dixon, R. A., Hultsch, D. F., & MacDonald, S. W. (2003). Latent change models of adult cognition: Are changes in processing speed and working memory associated with changes in episodic memory. Psychology and Aging, 18, 755–769. doi:10.1037/0882-7974.18.4.755
33. Kieffer, M. J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8. American Educational Research Journal, 48, 1187–1225. doi:10.3102/0002831211419490
34. Kroll, J. F., & Bobb, S. C., & Wodniecka, Z. (2006). Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech. Bilingualism: Language and Cognition, 9, 119–135. doi:10.1017/S1366728906002483
35. Kroll, J. F., Michale, E., Tokowics, N., & Dufour, R. (2002). The development of lexical fluency in a second language. Second Language Research, 18, 137–171. 10.1191/0267658302sr201oa
36. Leafstedt, J. M., & Gerber, M. M. (2005). Crossover of phonological processing skills: A study of Spanish-speaking students in two instructional settings. Remedial and Special Education, 26, 226–235. doi:10.1177/07419325050260040501
37. Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99, 821–834. doi:10.1037/0022-0663.99.4.821
38. Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482–494. doi:10.1037/0022-0663.95.3.482
39. Mancilla-Martinez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners. Journal of Educational Psychology, 102, 701–711. doi:10.1037/a0019135
40. Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K-2 in Spanish-speaking English-language learners. Learning Disabilities Research & Practice, 19, 214–224. doi:10.1111/j.1540–5826.2004.00107.x
41. McCardle, P., Keller-Allen, C., & Shuy, T. (2008). Learning disability identification. In E. Grigorenko (Eds.), Educating individuals with disabilities (pp. 137–164). New York: NY: Springer.
42. McGraw, B., & Joreskog, K. G. (1971). Factorial invariance of ability measures in groups differing in intelligence and social economic status. British Journal of Mathematical and Statistical Psychology, 24, 154–168. 10.1111/j.2044-8317.1971.tb00463.x
43. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. doi:10.1006/cogp.1999.0734
44. Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114, 187–202. doi:10.1016/j.jecp.2012.09.002
45. Namazi, M., & Thordardottir, E. (2010). A working memory, not bilingual advantage, in controlled attention. International Journal of Bilingual Education and Bilingualism, 13, 597–616. doi:10.1080/13670050.2010.488288
46. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
47. Palladino, P., & Ferrari, M. (2008). Phonological sensitivity and memory in children with a foreign language learning difficulty. Memory, 16, 604–625. doi:10.1080/09658210802083072
48. Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74, 525–556. doi:10.3102/00346543074004525
49. Raven, J. C. (1976). Colored progressive matrices. London: H. K. Lewis.
50. Rosen, V. M., & Engle, R. W. (1997). Forward and backward serial recall. Intelligence, 25(1), 37–47. 10.1016/S0160-2896(97)90006-4
51. SAS Institute. (2010). SAS/STAT software: Changes and Enhancements through release 9.3. Cary, NC: SAS Institute.
52. Snijders, T., & Bosker, R. (1999). Multilevel modeling: An introduction to basic and advanced multilevel modeling. Thousand Oaks, CA: Sage Press.
53. Stotsky, S. (1999). Losing our language: How multicultural classroom instruction is undermining our children's ability to read, write, and reason. New York, NY: The Free Press.
54. Swanson, H. L. (1992). Generality and modifiability of working memory among skilled and less skilled readers. Journal of Educational Psychology, 84, 473–488. doi:10.1037//0022-0663.84.4.473
55. Swanson, H. L. (1996). Individual and age-related differences in children's working memory. Memory & Cognition, 24, 70–82. doi:10.3758/BF03197273
56. Swanson, H. L. (2008). Working memory and intelligence in children: What develops? Journal of Educational Psychology, 100, 581–602. doi:10.1037/0022-0663.100.3.581
57. Swanson, H. L. (2012). Intellectual growth in children as a function of domain specific and domain general working memory subgroups. Intelligence, 39, 481–492. doi:10.1016/j.intell.2011.10.001
58. Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not a risk for serious math difficulties. Journal of Educational Psychology, 96, 471–491. doi:10.1037/0022-0663.96.3.471
59. Swanson, H. L., Mink, J., & Bocian, K. M. (1999). Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD: More alike than different? Journal of Educational Psychology, 91, 321–333. doi:10.1037/0022-0663.91.2.321
60. Swanson, H. L., Orosco, M. J., Lussier, C.M., Gerber, M. M., & Guzman-Orth, D.A. (2011). The influence of working memory and phonological processing on English Language Learner children's bilingual reading and language acquisition. Journal of Educational Psychology, 103, 838–856. doi:10.1037/a0024578
61. Swanson, H. L., Rosston, K., Gerber, M., & Solari, E. (2008). Influence of oral language and phonological awareness on ELL children's bilingual reading. Journal of School Psychology, 46, 413–429. doi:10.1016/j.jsp.2007.07.002
62. Swanson, H. L., Sáez, L., & Gerber, M. (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology, 98, 247–264. doi:10.1037/0022-0663.98.2.247
63. Swanson, H. L., Sáez, L., Gerber, M., & Leafstedt, J. (2004). Literacy and cognitive functioning in bilingual and nonbilingual children at or not at risk for reading disabilities. Journal of Educational Psychology, 96(1), 3–18. doi:10.1037/0022-0663.96.1.3
64. Thorn, A. S. C., & Gathercole, S. E. (2001). Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal. Psychonomic Bulletin & Review, 8, 357–365. doi:10.3758/BF03196173
65. Towse, J., & Cheshire, A. (2007). Random generation and working memory. European Journal of Cognitive Psychology, 19, 374–394. doi:10.1080/09541440600764570
66. U.S. Department of Education, National Center for Education Statistics. (2005). National assessment of educational progress: 2005 reading assessments. Washington, DC: US Department of Education. Retrieved from http://nces.ed.gov/nationsreportcard/reading/results2005
67. U.S. Department of Education, National Center for Education Statistics. (2009). The Nation's Report Card: Reading 2009. Washington, DC: US Department of Education. Retrieved from http://nces.ed.gov/nationsreportcard/reading/results2009
68. Wagner, R., Torgesen, J., & Rashotte, C. (2000). Comprehensive test of phonological processes. Austin, TX: Pro-ED.
69. Wilkinson, G. S. (2003). The wide range achievement test. Wilmington, DE: Wide Range.
70. Wilson, R. S., Beckett, L. A., Barnes, L., Schneider, J., Bach, J., Evans, D., & Bennett, D. A. (2002). Individual differences in rates of change in cognitive abilities of older persons. Psychology and Aging, 17, 179–193. doi:10.1037//0882-7974.17.2.179
71. Woodcock, R. W. (1998). Woodcock reading mastery test- revised (Form G). Circle Pines, MN: American Guidance Service.
72. Woodcock, R. W., Muñoz-Sandoval, A. F., & Alverado, C. G. (2005). Woodcock-Muñoz language survey. Itasca, IL: Riverside Publishing.
73. Wechsler, D. (1991). Wechsler intelligence scale for children-III. San Antonio, TX: Psychological Corporation.