Contributions of working memory and sustained attention to children’s reading achievement: A commonality analysis approach

We used commonality analysis to explore the unique and overlapping contributions of two closely related executive functions, working memory sustained attention, prediction children’s reading achievement, over above age verbal IQ. Children aged 8–10 years (N = 104) completed measures capacity, attention IQ achievement (operationalised as word comprehension). found that capacity explained relatively more variance in than comprehension. Working also predicted through shared variance. In contrast, sustain did not explain any substantial either or The albeit small magnitude, was almost completely from with other predictors. These findings highlight importance understanding how function components differentially relate aspects provide initial evidence meaningful contribution makes is via