4,858
Views
134
CrossRef citations to date
0
Altmetric
Research Articles

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding

, , , &

REFERENCES

  • Aaron, P. G., Joshi, R. M., Palmer, H., Smith, N., & Kirby, E. (2002). Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior. Journal of Learning Disabilities, 35, 425–436.
  • Alloway, T. P., Elliott, J., & Place, M. (2010). Investigating the relationship between attention and working memory in clinical and community samples. Child Neuropsychology, 16, 242–254.
  • Astle, D., & Scerif, G. (2011). Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences? Neuropsychologia, 49, 1435–1445.
  • Baddeley, A. D. (1986). Working memory. New York, NY: Clarendon/Oxford University Press.
  • Baddeley, A. D. (1992). Working memory: The interface between memory and cognition. Journal of Cognitive Neuroscience, 4, 281–288.
  • Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47–89). New York, NY: Academic Press.
  • Baddeley, A. D., & Logie, R. H. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory (pp. 28–61). Cambridge, UK: Cambridge University Press.
  • Barnes, M. A., Faulkner, H., Wilkinson, M., & Dennis, M. (2004). Meaning construction and integration in children with hydrocephalus. Brain and Language, 89, 47–56.
  • Barrett, L. F., Tugade, M. M., & Engle, R. W. (2004). Individual differences in working memory capacity and dual-process theories of the mind. Psychological Bulletin, 130, 553–573.
  • Borella, E., Carretti, B., & Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43, 541–552.
  • Bosse, M., & Valdois, S. (2009). Influence of the visual attention span on child reading performance: A cross-sectional study. Journal of Research in Reading, 32, 230–253.
  • Cain, K. (2006). Individual differences in children’s memory and reading comprehension: An investigation of semantic and inhibitory deficits. Memory, 14, 553–569.
  • Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42.
  • Castellanos, F. X., & Tannock, R. (2002). Neuroscience of attention-deficit/hyperactivity disorder: The search for endophenotypes. Nature Reviews: Neuroscience, 3, 617–628.
  • Catts, H. W., Adlof, S. M., & Weismer, S.E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech and Hearing Research, 49, 278–293.
  • Chiappe, P., Hasher, L., & Siegel, L. S. (2000). Working memory, inhibitory control, and reading disability. Memory & Cognition, 28, 8–17.
  • Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C.,Wadsworth, S. J., … Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis. Journal of Experimental Psychology: General, 141, 470–487.
  • Cirino, P. T., Romain, M. A., Barth, A. E., Tolar, T. D., Fletcher, J. M., & Vaughn, S. (2013). Reading skill components and impairments in middle school struggling readers. Reading and Writing, 26, 1059–1086.
  • Conners, F. A. (2009). Attentional control and the simple view of reading. Reading and Writing, 22, 591–613.
  • Cutting, L. E., Materek, A., Cole, C. A., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34–54.
  • Dahlin, K. I. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479–491.
  • Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466.
  • Daneman, M., & Merikle, P. M. (1996). Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin & Review, 3, 422–433.
  • De Beni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks. Are they related to reading comprehension ability? Learning and Individual Differences, 12, 131–143.
  • de Jong, C. G., Van de Voorde, S., Roeyers, H., Raymaekers, R., Oosterlaan, J., & Sergeant, J. A. (2009). How distinctive are ADHD and RD? Results of a double dissociation study. Journal of Child Psychology, 37, 1007–1017.
  • Flory, K., Milich, R., Lorach, E. P., Hayden, A. N., Strange, C., & Welsh, R. (2006). Online story comprehension among children with ADHD: Which core deficits are involved? Journal of Abnormal Child Psychology, 34, 853–865.
  • Friedman, N. P., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133, 101–135.
  • Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. East Sussex, UK: BPCC Wheatons.
  • Gernsbacher, M. A. (1996). The structure-building framework: What it is, what it might also be, and why. In R. J. Gerrig (Eds.), Models of understanding text (pp. 289–311). Mahwah NJ: Erlbaum.
  • Gernsbacher, M. A., & Faust, M. E. (1991). The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 245–262.
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Reading and Special Education, 7, 6–10.
  • Henderson, L., Snowling, M., & Clarke, P. (2013). Accessing, integrating, and inhibiting word meaning in poor comprehenders. Scientific Studies of Reading, 17, 177–198.
  • Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, F9–F15.
  • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.
  • Johnson, D. E., & Swanson, H. L. (2011). Cognitive characteristics of treatment resistant children with reading disabilities: A retrospective study. Journal of Psychoeducational Assessments, 29, 137–149.
  • Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test (2nd ed.). Minneapolis, MN: Pearson Assessment (K–BIT–2).
  • Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43, 441–454.
  • Logan, G. D., & Cowan, W. B. (1984). On the ability to inhibit thought and action: A theory of an act of control. Psychological Review, 91, 295–327.
  • MacGinitie, W. H., MacGinitie, R. K., Maria, K. & Dreyer, L. G. (2000). Gates MacGinitie Reading Tests. Rolling Meadows, IL: Riverside.
  • Melby-Lervag, M., & Hulme, C. (2012). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49, 270–291.
  • Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18, 46–60.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (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.
  • Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus User’s Guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
  • Nigg, J. T. (2000). On inhibition/disinhibition in developmental psychology: Views from cognitive and personality psychology and working inhibition taxonomy. Psychological Bulletin, 126, 220–246.
  • Oakhill, J. (1993). Children’s difficulties in reading comprehension. Educational Psychology Review, 5, 223–237.
  • Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121.
  • Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443–468.
  • Palladino, P., & Ferrari, M. (2013). Interference control in working memory: Comparing groups of children with atypical development. Child Neuropsychology, 19, 37–54.
  • Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62, 380–391.
  • Purvis, K. L., & Tannock, R. (2000). Phonological processing, not inhibitory control, differentiates ADHD and reading disability. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 485–494.
  • Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289–312.
  • Savage, R., Cornish, K., Manly, T., & Hollis, C. (2006). Cognitive processes in children’s reading and attention: The role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97, 365–385.
  • Schachar, R., & Logan, G. D. (1990). Impulsivity and inhibitory control in normal development and child psychopatholgy. Developmental Psychology, 26, 710–720.
  • Seidenberg, M. S., Waters, G. S., Barnes, M. A., & Tanenhaus, M. K. (1984). When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23, 383–404.
  • Seigneuric, A. & Ehrlich, M. (2005). Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and Writing, 18, 617–656.
  • Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232–246.
  • Silva-Pereyra, J., Bernal, J., Rodríguez-Camacho, M., Yáñez, G., Prieto-Corona, B., Luviano, L., … Rodríguez, H. (2010). Poor reading skills may involve a failure to focus attention. NeuroReport, 21, 34–38.
  • Smallwood, J., Fishman, D. J., & Schooler, J. W. (2007). Counting the cost of an absent mind: Mind wandering as an under recognized influence on educational performance. Psychonomic Bulletin & Review, 14, 230–236.
  • Smallwood, J., McSpadden, M., & Schooler, J. W. (2008). When attention matters: The curious incident of the wandering mind. Memory & Cognition, 36, 1144–1150.
  • Solan, H. A., Shelley-Tremblay, J., Ficarra, A., Silverman, M., & Larson, S. (2004). Effect of attention therapy on reading comprehension. Journal of Optometric Vision Development, 35, 87–96.
  • Stenner, A. J., Burdick, H., Sanford, E. E., & Burdick, D. S. (2006). How accurate are lexile text measures? Journal of Applied Measurement, 7, 307–322.
  • Swanson, H. L. (1993). Working memory in learning disability subgroups. Journal of Experimental Child Psychology, 56, 87–114.
  • Swanson, H. L. (1999). Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system? Journal of Experimental Child Psychology, 72, 1–31.
  • Swanson, H. L. (2011). Dynamic testing, working memory, and reading comprehension growth in children with reading disabilities. Journal of Learning Disabilities, 44, 358–371.
  • Swanson, H. L., Howard, C. B., & Saez, L. (2006). Do differences in components of working memory underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39, 252–269.
  • Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities, 42, 260–287.
  • Tighe, E. L., & Schatschneider, C. (2014). A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing, 24, 101–127.
  • Torgesen, J. K., Wagner, R., & Rashotte, C. (1999). Test of Word Reading Efficiency. Austin, TX: Pro–Ed.
  • van der Schoot, M., Licht, R., Horsley, T. M., & Sergeant, J. A. (2000). Inhibitory deficits in reading disability depend on subtype: Guessers but not spellers. Child Neuropsychology, 6, 297–312.
  • Williams, B. R., Ponesses, J. S., Schachar, R. J., Logan, G. D., & Tannock, R. (1999). Development of inhibitory control across the life span. Developmental Psychology, 35, 205–213.
  • Wilson, S. P., & Kipp, K. (1998). The development of efficient inhibition: Evidence from directed-forgetting tasks. Developmental Review, 18, 86–123.
  • Woodcock, R. W., McGrew, K., & Mather, N. (2001). Woodcock–Johnson III Tests of Achievement. Itasca, IL: Riverside.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.