Selected short-term memory tests as predictors of reading readiness

Abstract

Three standardized measures of short-term memory (STM) were compared to determine their relative efficacy in predicting reading achievement for primary grade students (n = 36) over a two-year time period. Regression analyses revealed that not all of the STM tests were significant (p < .05) predictors of reading. Moreover, predictive power varied as a function of the reading skill assessed (e.g., decoding or comprehension) and the grade placement of the student. A letter sequences test was found to be the task most frequently associated with reading performance. A memory-for-sentences task also showed a significant relationship to certain aspects of reading. However, a word sequences test was found not to be predictive of reading achievement. Implications for test selection and remedial planning are discussed. © 1998 John Wiley & Sons, Inc.