Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study

VERNUCCI, SANTIAGO; AYDMUNE, YESICA; ANDRÉS, MARÍA LAURA; BURIN, DÉBORA INÉS; CANET JURIC, LORENA

Applied Cognitive Psychology

Wiley

Año: 2021 vol. 35 p. 1115 - 1124

0888-4080

The present study analyzed the joint predictive role of verbal working memory (WM), verbal short-term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish-speaking school-aged children. A sample of 83 children aged 9?10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.