Effect of working and semantic memory on inferencing comprehension
Abstract
This study examines the connection between working and semantic memory and its effect on the
reading process, specifically inferential comprehension. Research indicates many of the
cognitive processes involved in inferential comprehension depend on the capacity and
functionality of the working and semantic memory. Hypothesizing that inferential
comprehension of the grade 3 and 4 participants was breaking down due to the processes
required of the working and semantic memory, an organizational inferencing strategy was
implemented. The strategy was designed to help students make connections between text and
themselves, subsequently supporting inferential comprehension. Those connections can only
occur if the ability to organize information in a systematic way is effective, which is dependent
on the usage of available working memory capacity.
Permanent Link
http://digital.library.wisc.edu/1793/67412Description
Plan B Paper. 2013. Master of Science in Education- Reading--University of Wisconsin-River Falls. Teacher Education Department. 64 leaves. Includes bibliographical references (leaves 26-28).
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