Relationship of Word- and Sentence-Level Working Memory to Reading and Writing in Second, Fourth, and Sixth Grade

Abstract

PURPOSE: The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. METHOD: Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. RESULTS: At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. DISCUSSION: The clinical significance of these findings for assessment and intervention is discussed.