![]() ![]() Several research studies implicate the phonological loop as the main system affected in children with reading disabilities due to difficulties in storing and processing linguistic information (e.g., Swanson & Jerman, 2007). The episodic buffer is a third subsystem which serves as a limited-capacity temporary storage and is capable of connecting information across domains to form integrated units of visual, spatial, and verbal input into long-term memory ( Baddeley, 2000). The central executive is also responsible for controlling and manipulating information stored within two subsystems: the phonological loop, which stores verbal and linguistic input, and the visuospatial sketchpad, which stores visual and spatial input. It is composed of a central executive system which controls the encoding and retrieval of stimuli input and monitors attention changes ( Baddeley, 1986). The framework used to capture WM performance is Baddeley's multicomponent model ( Baddeley & Hitch, 1974 Baddeley, 2000). ![]() Theoretically, if an individual is able to improve on domain-general WM capacity, these effects should transfer to a variety of academic skills that children are expected to learn in school, such as reading fluency and comprehension ( Melby-Lervag & Hulme, 2013). However, recent data from large-scale latent variable studies and meta-analytic studies examining WM interventions on academic skills support a domain-general system ( Alloway, Gathercole, & Pickering, 2006 Melby-Lervag & Hulme, 2013 Titz & Karbach, 2014). ![]() ![]() Previous research findings have been inconsistent as to whether correlations between WM and reading ability are primarily mediated by domain-specific processes or a domain-general system (e.g., Shah & Miyake, 1996). WM has been described as a finite cognitive resource system responsible for temporary storage and processing of information within immediate awareness ( Baddeley, 1986, 2000 Baddeley & Logie, 1999). It is strongly implicated in several domains of cognition, including attention, language, processing speed, writing, and mathematics ( Gathercole, Alloway, Willis, & Adams, 2006). Working memory (WM) has been well researched as an essential component of executive functioning associated with reading ability (e.g., Swanson & O'Connor, 2009). Reading, Working memory, Fluency, Comprehension, Attention ![]()
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