Working memory enables storage of information in our mind for brief periods and makes it available for current thinking and activities. Many studies have documented the role of working memory in academic achievements. The study examines the relationship between working memory and reading skills among children at risk of dyslexia. It also attempts to see if working memory can significantly predict these reading skills. The study comprises 40 children at risk of dyslexia selected through purposive sampling method. Various standardized tools were used to assess working memory and reading skills of the participants. The data were quantitatively analyzed using correlation and regression analysis methods. The findings of the study show that there is statistically significant relationship between working memory and reading skills among children at risk of dyslexia and working memory can predict reading skills such as reading rate, accuracy and fluency. However no significant relationship was found between working memory and comprehension. It confirms various theories that emphasize on the role working memory in reading. Thus it can be inferred that training targeting working memory may improve reading skills.
Early motor development and later language and reading skills in children at risk of familial dyslexia