Abstract
Purpose: To evaluate the development of working memory and reading in proficient students from 1st to 4th year of elementary school. Method: Participants were 19 people of both genders, with an average age of 8.26 years, enrolled between the 1st and 4th year of elementary school, who met the proposed inclusion criteria and were proposed and evaluated for working memory and reading level. Results: There’re no significant differences in the level of reading and working memory between genders male and female. The research points to an improved performance of working memory with the increasing age and educational level. The students belonging to the 3rd and 4th year showed better results in the physical assessment of working memory, as well as in the evaluation of the reading level. Conclusion: In this study, it was observed that with the increasing age and schooling, there was an improvement in the performance of working memory, and consequently a better performance in reading. But it cannot be inferred that only the working memory and reading complement themselves bidirectionally, because the literature indicates that other factors also help the development of reading.
Highlights
The basic operations of memory are encoding, storage and retrieval
The students of 3rd and 4th year were reading at the orthographic level, which allows for the automatic decoding of words, analysis of orthographic units, and the of theses understanding (Figure 1 and Table 1).The performance of the working memory is associated with chronological age and learning
The present study shows that the performance of working memory and reading level is influenced by age and ranking of the subject
Summary
The basic operations of memory are encoding, storage and retrieval. Encoding is the transformation of sensory input in the form of mental representation that can be stored. The storage is the storage of coded information. Retrieval refers to the access and use of the information stored. These processes interact with each other and are interdependent (Sternenberg, 2000). There are four components of working memory: central executive, phonological loop, visual-spatial layout and episode buffer (Baddeley, 2000)
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