Simple and complex measures of working memory related with learning to read.

Studies on working memory have shown differences between good and poor read ers using composed measures which involve storage and processing, as the re ading 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 resea rch we have studied the relationship between working memory and reading abi lity in a sample of 38 children of 6 and 7 years. Two simple measures of wo rking memory (digit span and word span tests) and two composed measures (se ntence + word span and addition + digit span) were used. The results indica te that on initial stages of learning to read, simple measures of working m emory differenciate skilled and poor readers are as good as complex measure s, or even more. We conclude that simple measures of working memory can be also an appropriate way of predicting difficulties in the process of acquis ition of reading skills.