Abstract
Simple and complex measures of working memory related with learning to read. Studies on working memory have shown differences between good and poor readers using composed measures which involve storage and processing, as the reading span test. On the other hand using simple measures of working memory like the digit span test, usually no differences can be found. In our research we have studied the relationship between working memory and reading ability in a sample of 38 children of 6 and 7 years. Two simple measures of working memory (digit span and word span tests) and two composed measures (sentence + word span and addition + digit span) were used. The results indicate that on initial stages of learning to read, simple measures of working memory differenciate skilled and poor readers are as good as complex measures, or even more. We conclude that simple measures of working memory can be also an appropriate way of predicting difficulties in the process of acquisition of reading skills.
