Abstract
SummaryThe present study analyzed the joint predictive role of verbal working memory (WM), verbal short‐term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish‐speaking school‐aged children. A sample of 83 children aged 9–10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call