Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

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.

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