Working Memory, Reading and Math Fluency in Children with the Human Immunodeficiency Virus (HIV+)

In this paper, we discuss working memory, reading and math fluency in children with the Human Immune Virus (HIV). Several studies have been conducted to investigate the effects of the Human Immune Virus (HIV) on cognitive function of individuals. An investigation of the effects of the virus on reading and fluency skills of children aged 12-14 was conducted using neurocognitive subtests measuring Short-term Memory, Working Memory, Rapid Automatized Naming (RAN) while Reading and Math Fluency (as measures of academic function) were assessed using the Woodcock Johnson Test of Achievement. The results show statistically significant differences in performance between children who were HIV positive (HIV+) compared to those who were HIV negative (HIV-). While both groups showed poor Reading and Math Fluency skills, the seropositive sample had poorer performance in Working Memory, Reading and Math fluency. The findings further demonstrate significant correlations between Working Memory and the academic skills, specifically reading and math fluency. These findings open possibilities for investigating the specific contributions that Working Memory can make in improving academic competences, specifically numeracy and literacy skills, of children.