Hui Jiang|Karen Farquharson
Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison
The Ohio State University|Emerson College
investigated extent working memory behavioral attention predicted reading listening comprehension grades 1 3 whether relative contributions differed modality grade separate grade samples n 370 ns 125 123 122 grades 1 2 3 respectively completed multiple measures word reading working memory parallel measures reading listening comprehension teachers parents provided behavioral attention ratings concurrently working memory important listening reading comprehension predicted significant variance modalities across grades controlling background measures behavioral attention ratings modalities working memory explained greatest proportion variance grade 3 behavioral attention predicted variance grades 1 2 reading comprehension grades listening comprehension subsidiary analyses demonstrated influence working memory behavioral attention reading comprehension indirect word reading listening comprehension concurrently also longitudinally grades 13 findings indicate delivery classroom materials orally always beneficial young beginner reader one struggles word decoding children poor working memoryattention may require additional support access meaning written spoken text