تأثير قدرة الذاكرة العاملة على النمو القرائي في اللغة العربية لدى تلاميذ التعليم الإبتدائي بالمغرب


Ar

The current research explored the correlations between working memory capacity and the development of reading in a sample of Moroccan primary school pupils. It appeared from previous studies that working memory capacity mediated reading performance in alphabetic and morphemic languages; however, few studies have addressed the correlations between reading and working memory in Arabic language. It has also been shown that working memory determines variability in reading performance. A sample of 96 children ranging in age from 6 to 12 years, participated in this study. They were subjected to tests that included word recognition, reading comprehension, and working memory. It was found from the statistical analysis of the data that the effect of working memory capacity on reading performance does not appear clearly in the first two years of primary school. However, in the later stages of reading, there was a significant correlation between working memory capacity and reading performance. Additionally, it was uncovered that working memory assessments can predict reading performance for primary school children. The study concluded that measures of working memory capacity can help to the early diagnostic of children at risk of reading difficulties. (Published abstract)