VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
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Abstract
This paper investigates the relationship between reading (words and text), working memory tasks, vocabulary and IQ in children (2nd-5th grade) from public schools. It was also analyzed which of these skills contributes to better explain the performance in reading. Analyses were performed with and without children below the mean IQ. First, we evaluated 57 children (9-11 years) in IQ, vocabulary, word reading, reading comprehension and four working memory tasks. A second analysis was conducted with 47 children, all with average intelligence. The relationship between reading, working memory and vocabulary proved to be moderate. The vocabulary was a better predictor of performance in reading (words and text) than the measures of working memory in the total sample. In the analysis of children without intellectual deficit (Wasi), tasks that assess phonological loop and central executive of working memory contributed, regardless of the vocabulary, to read words.
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