Working Memory: Preliminary Links to Pre-Kindergarten Reading Difficulty Risk and Behavioral Self-Regulation

• In Event: AERA Poster Session 4
  In Poster Session: Assessing and Promoting Student Achievement in Schools

Abstract

The role of “executive” working memory (WM) span was examined in relation to early risk for reading difficulties and behavioral self-regulation in prekindergarten. Performance results from fall and spring WM, pre-reading, and behavior ratings measurement for n = 33 children, divided into WM zero-span and typical-span subgroups, were analyzed. Significant subgroup differences (in favor of the typical-span subgroup) were found in pre-reading skills and prosocial behavior at both time points; marginally significant fall task behavior differences became significant by spring. In addition, nearly 70% of children in the zero-span WM subgroup were identified with risk for reading difficulties (compared to 31% of peers). Analysis of teacher behavior ratings indicated four persistent task-engagement self-regulation difficulties uniquely found for the zero-span subgroup.

Author

• Leilani Saez, University of Oregon