BOOSTING READING COMPETENCE: EARLY DETECTION OF RISK THROUGH WORKING MEMORY TESTING

Abstract

Early identification of potential reading difficulties in children is crucial for implementing effective intervention and preventing educational underachievement. While phonological awareness skills are emphasized in contemporary assessment measures, research suggests a role for working memory (WM) in reading, particularly the central executive component. This study aimed to develop an easily administered WM assessment battery for identifying children at risk of WM and reading difficulties. One hundred and two pre-readers (mean age = 62.25 months) were assessed on measures of reading ability, phonological memory capacity, processing speed, and components of WM functioning over three years. Three groups were identified: ‘at risk of reading difficulties', an 'intermediate group', and 'not at risk of reading difficulties'. Results showed that the WM assessment battery significantly discriminated between children at risk and not at risk of reading difficulties and was a good predictor of later outcomes. The battery has the potential to be an effective screening measure for identifying potential reading difficulties in educational settings, facilitating early effective intervention and preventing educational underachievement.