The relationship between working memory and the development of written word recognition strategies during reading in children aged 6 to 10 years (a developmental study(

Abstract

This study aims to explore the Relationship between working memory and the development of written word recognition skills during reading. We examined four groups of elementary school students from the 1st, 2nd, 3rd, and 4th grades. To achieve this, we used working memory tests (including tests for the phonological loop and the visuospatial sketchpad) along with a test for recognizing written words. The statistical analysis revealed a link between working memory components (excluding the central executive) and the strategies used to recognize written words, particularly the phonological loop. Additionally, the development of word recognition skills, along with the student's age, enhances the connection between the phonological loop and word recognition abilities. Therefore, we conclude that there is a Relationship between working memory and the development of written word recognition strategies, with a primary focus on the phonological loop.