Growth in literacy, cognition, and working memory in English language learners

Swanson, H. Lee; Orosco, Michael J.; Lussier, Catherine

doi:10.1016/j.jecp.2015.01.001

Cited by 37 publications

(45 citation statements)

References 83 publications

(116 reference statements)

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“…These findings fit with a previous study showing that processing difficulties or advantages in WM can be separated from achievement (e.g. Swanson et al, ). That is, not all children who have WM problems necessarily have achievement and inattention problems, and teachers may be able to differentiate among those.…”

Section: Discussionsupporting

confidence: 92%

“…Previous studies have shown that this battery of tests taps different components of WM consistent with the Baddeley and Logie () (e.g. STM, executive WM and visual‐spatial WM; Swanson, , ; Swanson et al, ; Swanson, Orosco, & Lussier, ). These studies have found that the forward and backward digit span, word span and pseudoword span tasks load on the phonological loop component, whereas four measures that required children to respond to a processing question in addition to recall (i.e.…”

Section: Methodssupporting

confidence: 68%

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Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues?

Uppal

Swanson

2016

Applied Cognitive Psychology

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This study investigated the relationship between teachers' classroom ratings of working memory (WM) and laboratory measures of WM of English language learners (ELLs) in the elementary grades. Multilevel modeling was used to identify whether teacher ratings accurately predicted ELL children's performance on WM tasks. The results indicated that teachers' ratings of WM were predicted by isolated components of WM even when measures of achievement, vocabulary and gender representation were entered into the analysis. Teacher ratings of WM were predictive of student performance on latent measures of Spanish shortterm memory and the executive component of WM. Entering inattention ratings into the analysis partialed out the influence of the executive component of WM, while leaving variance related to a language-specific storage system as a significant predictor of teachers' classroom ratings of WM. The results suggest that classroom ratings of WM provide a valid analogue of student laboratory performance.

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Section: Discussionsupporting

confidence: 92%

Section: Methodssupporting

confidence: 68%

Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues?

Uppal

Swanson

2016

Applied Cognitive Psychology

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“…As the phonological loop deals with verbal information, it makes sense that it would be implicated in language learning. However, other researchers suggest that WM performance in a second language is due to the executive component of WM, and is independent of the phonological loop ( Lee Swanson, Orosco, & Lussier, 2015 ). This debate requires further investigation.…”

Section: Manipulated Factorsmentioning

confidence: 99%

Why is working memory performance unstable? A review of 21 factors

Blasiman

Was

2018

Eur. J. Psychol.

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In this paper, we systematically reviewed twenty-one factors that have been shown to either vary with or influence performance on working memory (WM) tasks. Specifically, we review previous work on the influence of intelligence, gender, age, personality, mental illnesses/medical conditions, dieting, craving, stress/anxiety, emotion/motivation, stereotype threat, temperature, mindfulness training, practice, bilingualism, musical training, altitude/hypoxia, sleep, exercise, diet, psychoactive substances, and brain stimulation on WM performance. In addition to a review of the literature, we suggest several frameworks for classifying these factors, identify shared mechanisms between several variables, and suggest areas requiring further investigation. This review critically examines the breadth of research investigating WM while synthesizing the results across related subfields in psychology.

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“…Performance on reading and language comprehension tasks is linked to scores obtained on complex memory span tasks that tap into the central executive component of working memory (e.g. Cain et al, 2004; Swanson, 2014; Swanson et al, 2015; Swanson & Beebe-Frankenberger, 2004). The syntactic and semantic interpretation of sentences is also affected by working memory capacity; individuals with lower working memory capacity have lower scores on tasks involving the comprehension of unfamiliar or complex syntactic structures (see Kidd, 2013 for a critical review).…”

Section: Working Memory and Language In Childhoodmentioning

confidence: 99%

“…Cognitive measures such as working memory capacity have been found to be related to language acquisition, also in studies with ELLs (e.g. Gorman, 2012; Swanson, 2014; Swanson et al, 2015). ‘Working memory’ is defined as a limited-capacity resource which is involved with the short-term storage and use of information (Baddeley & Hitch, 1974; Engle et al, 1999).…”

Section: Introductionmentioning

confidence: 95%

Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs

White

2020

International Journal of Bilingualism

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Aim of the study: The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures. Methodology: The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery. Data analysis and results: Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year. Implications and originality: Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components.

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Growth in literacy, cognition, and working memory in English language learners

Cited by 37 publications

References 83 publications

Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues?

Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues?

Why is working memory performance unstable? A review of 21 factors

Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs

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