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A follow-up study investigated the contribution of phonological awareness and two working memory systems (the articulatory loop and central executive) to reading disabilities. During the first session, dyslexies were matched to the reading level of first-grade children. The study focused on two issues. First, to examine the efficiency of children's capacity to treat phonological components and their working memory. Second, to investigate the way in which the treatment of phonological components skills and working memory are related to later reading achievement. Our goal was to study whether they contribute in the same or separate ways to the variance in reading performance. In general, dyslexies have important and persistent difficulties with the explicit representation of phonological information and thus with recoding skills. Our results are consistent with the hypothesis of a specific deficit hypothesis in the development of phonological skills by dyslexies. Thereby, difficulties with phonological representation appear to be at the core of reading disabilities. Furthermore, fixed-order regression analyses showed that phonological awareness is the most efficient predictor of later recoding achievement, and working memory that of comprehension abilities.
