Working memory and reading difficulties

Abstract

 Learning to read is based on various cognitive skills acquired beforehand by the learner called "prerequisites". These skills will continue to develop with the acquisition of written language. When they are mastered, this suggests subsequent success in reading as well as in writing or any other learningRole is neglected in the prediction of success or failure in reading which is memory and more particularly working memory which operates in many cognitive domains such as oral language, reading, writing; intelligence, etc. We believe that learners with reading difficulties (dyslexic children) this memory can present real deficiencies and worsen their handicap. Its impact can lead to academic failure.