Cited by 626Reading and Literacy DevelopmentCognitive Abilities and TestingNeurobiology of Language and Bilingualism

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Individual differences in working memory and comprehension: A test of four hypotheses.

Engle, Randall W., Cantor, Judy, Carullo, Julie J.·1992·Journal of Experimental Psychology: Learning, Memory, and Cognition

DOI 10.1037/0278-7393.18.5.972

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Abstract

A relationship has consistently been found between measures of working memory and reading comprehension. Four hypotheses for this relationship were tested in 3 experiments. In the first 2 experiments, a moving window procedure was used to present the operation-word and reading span tasks. High- and low-span subjects did not differentially trade off time on the elements of the tasks and the to-be-remembered word. Furthermore, the correlation between span and comprehension was undiminished when the viewing times were partialed out. Experiment 3 compared a traditional experimenter-paced simple word-span and a subject-paced span in their relationship with comprehension. The experimenter-paced word-span correlated with comprehension but the subject-paced span did not. The results of all 3 experiments support a general capacity explanation for the relationship between working memory and comprehension.

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Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128.
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Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship
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Authors: Engle, R. W., Cantor, J., & Carullo, J. J.
Affiliations: University of South Carolina (US)
ORCID: Engle, Randall W.
Venue: Journal of Experimental Psychology: Learning, Memory, and Cognition
Publisher: American Psychological Association (APA)
Published: 1992
Volume: 18
Issue: 5
Pages: 972-992
ISSN: 0278-7393 (ISSN-L)
1939-1285
DOI: 10.1037/0278-7393.18.5.972
OpenAlex: W2045491217
Cited by: 626
References: 35
Citations by year: 2026: 1 · 2025: 8 · 2024: 9 · 2023: 7 · 2022: 16 · 2021: 20 · 2020: 10 · 2019: 41 · 2018: 19 · 2017: 24 · 2016: 19 · 2015: 20 · 2014: 29 · 2013: 24 · 2012: 26
FWCI: 14.14
Type: journal article
Language: en
Open access: closed
Locations: Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
Keywords: working memory, reading comprehension, word span, operation span, individual differences, viewing time
MeSH terms: Adult, Attention, Humans, Individuality, Memory, Short-Term, Reaction Time, Reading, Mental Recall, Retention, Psychology

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Individual differences in working memory and comprehension: A test of four hypotheses.

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