The impact of the development of verbal recoding on children's early writing skills.

BACKGROUND: The spontaneous recoding of visual stimuli into a phonological code to aid short-term retention has been associated with progress in learning to read (Palmer, 2000b). AIM: This study examined whether there was a comparable association with the development of writing skills. SAMPLE: One hundred eight children (64 males) in the second year of the UK educational system (mean age 5:8 years, SD = 4 months) were recruited to the study. METHODS: The children participated in tasks to assess their general cognitive abilities, reading skills, and their predominant short-term memory (STM) strategy for retaining visually presented stimuli. On the basis of their memory profile, children were classified as either engaging in verbal recoding of the stimuli (N = 31) or not (N = 77). Writing performance was indexed as alphabet transcription, spelling, and early text production skills. RESULTS: Children classified as verbal recoders demonstrated better spelling performance and produced more individual letters, words, and T-units in their texts than did children who persisted with a visual memory strategy. In contrast, the alphabet transcription abilities of the groups did not differ. Hierarchical regression analyses revealed that variance in text production skills was associated with STM capacity and that moreover, significant independent variance in the number of words and T-units in the children's texts was predicted by individual differences in verbal recoding abilities. CONCLUSION: The results suggest that the development of verbal recoding skills in STM may play a role in children's early progress in writing, particularly their text generation skills.

Phonological short-term memory contributions to sentence processing in young children.

Two experiments investigated the contribution of phonological short-term memory to the processing of spoken sentences by 4- and 5-year-old children. In Experiment 1, sentences contained either short or longer words, and varied in syntactic structure. Overall, repetition but not comprehension of the sentences was significantly influenced by word length. In Experiment 2, children selected on the basis of their high phonological short-term memory ability were founded to be superior at repeating sentences to children of lower phonological short-term memory ability, although the two groups did not differ in their comprehension accuracy for the same sentences. In both experiments, comprehension and repetition performance were differently influenced by particular sentence structures. It is proposed that sentence repetition in children is constrained by phonological memory capacity, and is therefore directly influenced by memory-related factors that include the length and number of words in sentences, and individual differences in memory skills.