The relationship between working memory and L2 reading comprehension

Abstract

Since an important role for working memory has been found in the first language <br />acquisition (e.g., Daneman, 1991; Daneman & Green, 1986; Waters & Caplan, 1996), <br />research on the role of working memory is emerging as an area of concern for second <br />language acquisition (e.g., Atkins & Baddeley, 1998; Miyake & Freidman, 1998; <br />Robinson, 1995, 2002, 2005). The present study focused on the role of working memory <br />capacity in the development of second language reading ability. 55 L1 Persian EFL <br />learners at three proficiency levels from a private language school participated in this <br />study. They completed a battery of reading and working memory measures. Memory <br />measures included phonological short-term memory, and reading span test (RST). Reading <br />measures included two expository reading comprehension tests. Multiple regression <br />analysis was applied to determine whether there are any significant relationships between <br />working memory capacity and reading measures. Results of this study indicated a <br />significant relationship between working memory capacity (as measured by RST) and <br />reading ability at lower levels of proficiency.