| Researchers have suggested that skilled reading comprehension involves the gradual acquisition of automatic decoding skills. As decoding becomes more automatic, more attention is available for reading comprehension. It appears that working memory capacity is related to this decoding acquisition process in skilled reading comprehension. Working memory is a complex construct consisting of three components called the central executive, the articulatory loop, and the visuo-spatial scratch pad. Several studies have found relationships between reading comprehension and capacity measures of verbal working memory. The general conclusion is that individual reading differences can be attributed to different working memory capabilities. Most attention has been given to the articulatory loop and central executive components of working memory but what role does the visuo-spatial scratch pad play in skilled reading? A hundred thirty-two fourth- and sixth-grade students, identified from all reading levels were evaluated for visuo-spatial, verbal, and pictorial capacity. Working memory spans on each of the measures were significantly different. These results are consistent with the model originally proposed by Baddeley and Hitch (1974). One of the more interesting findings of this study, is the failure to replicate the findings of previous studies with regards to the relationship between verbal working memory and reading comprehension. One possible interpretation of these findings is that there may be developmental differences in verbal working memory processes. If working memory systems "mature" with age then significant relationships between verbal working memory and reading comprehension may appear at some developmental stages but not at others. Another possible explanation is that working memory may not necessarily influence reading comprehension as other studies have found. |
