Independent variable
Visuospatial sketchpad
-Working memory model
Alan Baddeley and Graham Hitch proposed a Model of Working Memory in 1974, in an attempt to describe a more accurate model of short-term memory.
Working memory refers to the system or systems that are assumed to be necessary in order to keep things in mind while performing complex tasks such as reasoning, comprehension, and learning.
The Baddeley & Hitch model consists of three main components; the 'central executive' which acts as a supervisory mechanism and regulates the flow of information from and to its 'slave systems': the 'phonological loop' and the 'visuospatial sketchpad'
-Central executive
The executive system is a theorized cognitive system in psychology that controls and manages other cognitive processes. It is also referred to as the executive function, executive functions, supervisory attentional system, or cognitive control.
The central executive system is considered to be primarily responsible for coordinating activity within the cognitive system
-Visuospatial sketchpad
Visuospatial Sketchpad is a component of Working Memory Model proposed by Alan Baddeley and Graham Hitch in 1974. The Visuospatial sketchpad (VSS) is an important element in the function of working memory, as it is responsible for storing and processing information in visual or spatial form, as well as the location or speed of objects in space.
The visuospatial sketchpad is the section of one's normal mental facility which provides a virtual environment for physical simulation, calculation, visualization, and optical memory recall.
Dependent variable
Reading Comprehension
-English Language Skills
Skills relate to different aspects of using language; such as listening, reading, writing, and speaking. Skills are our ability to do these things. The four and fundamental language skills may be further classified into two parts: productive skills or active skills and receptive skills or passive skills. Speaking and writing are called productive skills because while using these skills a learner is not only active but also produces sounds in speaking and symbols, in writing. On the other hand, listening and reading are considered receptive skills because here a learner is generally passive and receives information either through listening or reading.
-Receptive Skills
The receptive skills are listening and reading because learners do not need to produce language to do these, they receive and understand it. These skills are sometimes known as passive skills. When learning a new language learners tend to develop their receptive skills first and then acquire productive capability.
-Reading Skills
Reading skills lead a person to interact and gain
meaning from written language. There are several components one must master
which lead to independently comprehending the intended message being relayed in
the written content. First is phonemic awareness which is defined by the
National Reading Panel as “recognizing and manipulating spoken words in
language” (Whalon et al. 2009).
-Reading Comprehension
Reading comprehension is the act of understanding what
you are reading. Reading comprehension is an intentional, active, interactive
process that occurs before, during and after a person reads a particular piece
of writing. The major goal of reading comprehension is to help students develop
the knowledge, skills and strategies they must possess to become proficient and
independent readers who read with meaning. While reading, a student is expected
to simultaneously, mentally interact and construct meaning from the text.
