Working memory (WM) is
a system intended for temporary maintenance and manipulation of information,
and its capacity increases dramatically during the development of children. It
has been shown consistently that verbal WM, in particular, is related to the
development of reading skills; i.e, understanding and reading of individual
words. In this study, they aim to investigate the relationship between reading
ability and reading in children with typical development. In particular, the WM
update task is complex. Updating is the process of coding and monitoring
relevant information and then revising the items in WM by replacing old ones
with newer information. Therefore, it seems theoretically important to
investigate how updating processes can be linked to different reading skills,
in particular to develop more accurate measurements of their construction and
relationships. To do so, they briefly outline the skill of reading skill.
The purpose of this
study was to investigate the relationship between renewal and reading ability
of WM in a group of typically developing children. Updating requires
maintenance of information relevant to the objectives and control of irrelevant
details, most of the working memory update tasks check this function by using
materials containing semantic coding. In particular, here they focus on two
levels of readability: fluency /
decoding and comprehension. Overall, the results indicate a specific
relationship between the smooth reading and updating of WM modulated by
material similarity across tasks, and discussed with reference to the relevant
literature in the field.
Annisa Masnasuri Kesai
16611069
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