Structural Equation Modeling of Reading Progress in Students with Dyslexia Based on Working Memory, Phonological Awareness, and Attention

Abstract

Introduction and Aim: Dyslexia is a multifactorial learning disorder characterized by deficits in phonological processing, working memory, and attention, all of which directly and indirectly influence reading ability. The present study aimed to model the structural relationships between working memory, phonological awareness, and attention as predictors of reading progress in students with dyslexia.

Methodology: This correlational study employed structural equation modeling. The statistical population consisted of students with dyslexia in Tehran during the 2024 academic year, from which 120 participants were selected through convenience sampling. Data were collected using standardized instruments, including working memory subtests of the Wechsler scale, a phonological awareness test, a continuous performance test for attention, and a reading progress test. Data were analyzed using SPSS-27 and AMOS, and model fit was evaluated using standard fit indices.

Findings: The results indicated that the proposed model demonstrated good fit. Phonological awareness had the strongest direct effect on reading progress, while working memory showed both direct and significant indirect effects through phonological awareness and attention. Attention also had a significant direct effect on reading progress, and working memory significantly predicted both phonological awareness and attention.

Conclusion: The findings highlight the multifactorial nature of reading progress in students with dyslexia and suggest that effective interventions should simultaneously target phonological awareness, working memory, and attention.