Individual differences in children's writing: A function of working memory or reading or both processes? |
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| Authors: | H Lee Swanson Virginia W Berninger |
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| Institution: | (1) University of California at Riverside, Riverside, USA;(2) University of Washington, Washington, USA;(3) School of Education, University of California at Riverside, 92521 Riverside, CA, USA |
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| Abstract: | The purpose of this study was to investigate whether a general or specific working memory (WM) system is related to writing and whether individual differences in reading and/or processing efficiency underlie the correlations between WM and writing. Two studies correlated WM with writing (Test of Written Language-TOWL) and reading measures. In Study 1, WM was correlated significantly with a number of writing measures, particularly to those measures related to text generation. Working-memory also contributed unique variance to writing, beyond what is predicted by reading comprehension. Study 2 compared the correlations of verbal and visual-spatial WM measures with the TOWL under initial and enhanced memory processing (dynamic assessment) conditions. The coefficients were statistically comparable between initial and enhanced processing conditions, suggesting that individual differences in processing efficiency do not account for the correlations between WM and writing. Overall, the results indicated that (a) WM measures contribute unique variance to writing, especially text generation, and (b) working memory performance improves under gain conditions, but this enhanced processing efficiency did not appear to mediate the links between WM and writing. Taken together, the two studies support a general capacity explanation for the relationship between working memory and text generation. |
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| Keywords: | Working memory Writing Test of written language Reading Individual differences |
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