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Abstract
This study explored the contribution of 2 working memory (WM) systems (the phonological loop and the central executive) to reading performance in younger (9-year-old) and older (14-year-old) children. The results showed that (a) significant age-related differences in verbal and visual-spatial WM performance were maintained when articulation speed and short-term memory (the phonological system) were partialed from the analysis and (b) WM predicted age-related differences in word recognition and comprehension performance independent of the contribution of a short-term memory and articulatory rate. The results were interpreted as support for the notion that both the phonological and the executive systems are important predictors of age-related changes in reading but that these processes operate independent of each other in predicting fluent reading. Several implications of the results are discussed.
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