Premium
Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study
Author(s) -
Vernucci Santiago,
Aydmune Yesica,
Andrés María Laura,
Burin Débora Inés,
CanetJuric Lorena
Publication year - 2021
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3841
Subject(s) - psychology , reading comprehension , fluid intelligence , mindset , comprehension , verbal reasoning , working memory , reading (process) , fluid and crystallized intelligence , developmental psychology , cognitive psychology , short term memory , cognition , linguistics , artificial intelligence , philosophy , neuroscience , computer science
Summary The present study analyzed the joint predictive role of verbal working memory (WM), verbal short‐term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish‐speaking school‐aged children. A sample of 83 children aged 9–10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.