Scholarlink

<p>In this study, we investigated the contribution of verbal working memory (WM) and semantic organization resources in poor and good reading comprehenders (age range: 7.5–11 years). From an initial sample of 151 children, 20 poor and 18 good reading comprehenders were selected and administered a battery of WM tasks -ranging from low to high attentional demands (forward span, backward span, selective word span, and dual task word span)- as well as a semantic WM task involving the manipulation of taxonomic and thematic semantic organization. The findings support the role of working memory (WM) attentional resources, particularly those implicated in the backward span task, in differentiating between skilled and less-skilled reading comprehenders. In addition, a specific contribution of taxonomic and thematic semantic resources emerged. Notably, we observed a correlation between good reading comprehension and stronger taxonomic associations, whereas this relationship was absent in poor comprehenders. Taken together, these findings suggest that specific semantic memory resources contribute to reading comprehension over and above general working memory capacities.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Narrative text comprehension: how good and poor reading comprehenders use general working memory and specific semantic resources

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月15日

查看全文
  • Caterina Artuso,
  • Carmen Belacchi

摘要

In this study, we investigated the contribution of verbal working memory (WM) and semantic organization resources in poor and good reading comprehenders (age range: 7.5–11 years). From an initial sample of 151 children, 20 poor and 18 good reading comprehenders were selected and administered a battery of WM tasks -ranging from low to high attentional demands (forward span, backward span, selective word span, and dual task word span)- as well as a semantic WM task involving the manipulation of taxonomic and thematic semantic organization. The findings support the role of working memory (WM) attentional resources, particularly those implicated in the backward span task, in differentiating between skilled and less-skilled reading comprehenders. In addition, a specific contribution of taxonomic and thematic semantic resources emerged. Notably, we observed a correlation between good reading comprehension and stronger taxonomic associations, whereas this relationship was absent in poor comprehenders. Taken together, these findings suggest that specific semantic memory resources contribute to reading comprehension over and above general working memory capacities.