The Role of Phonological Awareness and Working Memory in Reading Performance: A Cognitive Psychological Study of Third and Fourth Grade Primary School Students

Abstract

This study examined the relationship between phonological awareness, working memory, and reading performance among 200 third- and fourth-grade primary school students in Ain Fakroun, Oum El Bouaghi Province, using a descriptive correlational predictive approach. Data were collected through tests of phonological awareness, working memory, and reading performance, with satisfactory reliability coefficients (Cronbach’s alpha = 0.818–0.915).

The results revealed significant positive correlations (p < 0.01) between phonological awareness, working memory, and reading performance. Multiple regression analysis showed that phonological awareness and working memory explained 75.4% of the variance in reading performance, with working memory being the strongest predictor. No significant gender differences were found, while fourth-grade students performed significantly better than third-grade students.

The study emphasizes the importance of developing phonological awareness and working memory to enhance reading proficiency in primary education.