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.
