The role of working memory in skilled and less skilled readers' comprehension☆
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Cited by (161)
Profiles of French poor readers: Underlying difficulties and effects of computerized training programs
2017, Learning and Individual DifferencesCitation Excerpt :The present results also reveal that some difficulties could be common to all types of poor readers, as in the case of working memory, for example. The latter finding is at odds with those obtained by Swanson et al. (2006) or Swanson and Berninger (1995), who indicated a differentiated involvement of the different subsystems of working memory in reading. According to these authors, the phonological loop in working memory is likely to be more closely related to decoding skills, while the central executive would tend to be more closely related to comprehension skills.
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Study 1 was partially supported by Peloy endowment funds from the University of California at Riverside and an SSHRC grant from University of British Columbia to H. Lee Swanson. Study 2 was supported by a grant from the National Institute of Child Health and Human Development awarded to Virginia Berninger (No. 25858-2).
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We appreciate the critical comments of Robert Greene and Randell Engle on an earlier version of this article.