The present study analyzed the joint predictive role of verbal working memory (WM), verbal short-term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish-speaking school-aged children. A sample of 83 children aged 9–10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.

中文翻译：

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工作记忆和流体智力预测学龄儿童的阅读理解能力：一项为期一年的纵向研究

本研究分析了语言工作记忆 (WM)、语言短期记忆 (STM)、流体智力和智力心态在阅读理解中的联合预测作用，控制先前的阅读理解表现，在典型的西班牙语学校发展中——老年儿童。在小学四年级对 83 名 9-10 岁儿童的样本进行了评估，包括言语 WM、言语 STM、流体智力、智力思维模式和阅读理解；然后用一年后的阅读理解测量，在五年级。结果表明，控制先前的表现、语言 WM 和流体智力显着预测 1 年后的阅读理解，而语言 STM 和智力思维方式没有做出显着贡献。这些结果表明，当综合考虑时，四年级更高水平的语言 WM 和流体智力与五年级更好的阅读理解表现有关。讨论了这些结果的可能解释和含义。