Sustained Attention as a Cognitive Bridge Between Memory and Reading Comprehension in Primary School Students

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dc.contributor.authorOksuz, Halil Ibrahim
dc.contributor.authorYasarturk, Ismail
dc.contributor.authorYildiz, Mustafa
dc.contributor.authorArici, Elcin Yazici
dc.contributor.authorSotiropoulos, Dimitrios
dc.contributor.authorKalogiannakis, Michail
dc.date.accessioned2026-07-01T11:39:52Z
dc.date.available2026-07-01T11:39:52Z
dc.date.issued2026
dc.departmentDüzce Üniversitesi
dc.description.abstractShort-term memory (STM) and verbal working memory (VWM) are well-established contributors to reading comprehension (RC), yet evidence suggests they are distinct cognitive constructs, differing primarily in their reliance on attentional control. This study explored the mediating role of sustained attention (SA) in the STM-VWM-RC relationship. Participants were 106 fourth-grade Turkish students (ages 8-9) from similar socioeconomic backgrounds. RC was measured using curriculum-based assessments, STM via a number sequence task, VWM via a nonword repetition list, and SA via the Bourdon Attention Test. Structural equation modeling revealed that both STM and VWM directly predicted RC, while SA was a strong predictor of RC and mediated the effects of both memory variables-partially for STM and fully for VWM. The model accounted for 36% of SA variance and 35% of RC variance. These findings reinforce the conceptual distinction between STM and VWM and highlight attention's pivotal role in comprehension processes. Implications point to classroom interventions that actively strengthen STM, VWM, and SA to enhance reading comprehension, offering educators practical pathways to address cognitive underpinnings of literacy development.
dc.identifier.doi10.1080/02702711.2025.2566025
dc.identifier.endpage303
dc.identifier.issn0270-2711
dc.identifier.issn1521-0685
dc.identifier.issue2
dc.identifier.orcid0000-0003-4338-297X
dc.identifier.orcid0000-0001-5378-4150
dc.identifier.orcid0000-0003-3885-5322
dc.identifier.orcid0000-0002-9124-2245
dc.identifier.scopus2-s2.0-105018027143
dc.identifier.scopusqualityQ1
dc.identifier.startpage276
dc.identifier.urihttps://doi.org/10.1080/02702711.2025.2566025
dc.identifier.urihttps://hdl.handle.net/20.500.12684/23513
dc.identifier.volume47
dc.identifier.wosWOS:001584300200001
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofReading Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260623
dc.subject[Keyword Not Available]
dc.titleSustained Attention as a Cognitive Bridge Between Memory and Reading Comprehension in Primary School Students
dc.typeArticle

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