العلاقة العلاقة بين الذاكرة النشطة وتطور استراتيجيات التعرف على الكلمات المكتوبة خلال عملية القراءة عند الاطفال من سن 6 الى 10سنوات

Abstract

This study aims to explore the relationship between active memory and the development of written word recognition skills during reading. Descriptive design was used. The population was divided into four equal groups (60 students) of primary school students in the 1st, 2nd, 3rd and 4th years. To test the hypotheses, Active memory test was applied (including the phonological looptests and the visuospatial sketchpad) and the Recognizing written words test. The results showed a correlation between active memory components (excluding the central executive) and strategies used to recognize written words, particularly the phonological loop. Also, the development of word recognition skills, along with the student's age, enhances the connection between the phonological loop and word recognition abilities. Therefore, the study concluded that there is a relationship between active memory and the development of written word recognition strategies, with a focus mainly on the phonological loop.