ArticleMind, brain and education : the official journal of the International Mind, Brain, and Education Society2020
Domain-General Learning and Memory Substrates of Reading Acquisition.
Article in Mind, brain and education : the official journal of the International Mind, Brain, and Education Society, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed.
- The Role of Sleep in Memory Consolidation and Reading in Dyslexia.Journal of cognitive neuroscience · 2025Review
- Article
- Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders.Behavioral and brain functions : BBF · 2023Article
- Subcortical Cognition: The Fruit Below the Rind.Annual review of neuroscience · 2022Review
- Overnight consolidation of speech sounds predicts decoding ability in skilled adult readers.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2022Article
- Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Declarative Memory Predicts Phonological Processing Abilities in Adulthood.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain-general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word-level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.