Verbal working memory and reading abilities among students with visual impairment

Abstract

AimThis study investigated the relationship between working memory (WM) and reading abilities among students with visual impairment (VI). Seventy-five students with VI (visually impairment and blindness), aged 10–15 years old participated in the study, of whom 44 were visually impaired and 31 were blind. MethodsThe participants’ reading ability was assessed with the standardized reading ability battery Test-A (Padeliadu & Antoniou, 2008) and their verbal working memory ability was assessed with the listening recall task from the Working Memory Test Battery for Children (Pickering et al., 2001). Results-Implications: Data analysis indicated a strong correlation between verbal WM and decoding, reading comprehension and overall reading ability among the participants with VI, while no correlation was found between reading fluency and verbal WM. The present study points out the important role of verbal WM in reading among students who are VI and carries implications for the education of those individuals.