Role of verbal memory in reading text comprehension of individuals with Down syndrome.

This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1 month) were matched on reading text comprehension, which was the primary variable of interest, with 23 typically developing children (ages 6 years, 2 months-7 years, 1 month). The two groups were compared on verbal skills and verbal memory. The results showed that working memory (concurrent storage and processing functions), but not short-term memory, predicted unique variance in reading text comprehension, after the verbal skills were controlled for. No group differences emerged in the relationship between verbal memory and reading text comprehension.