Individual Differences in Reading Are More Than Just Working Memory: The Case for Available Long-Term Memory
Author(s): Christopher A. Was
Abstract: Working memory, as defined by Baddeley's multiple component models (Baddeley, 2001, Baddeley and Hitch, 1974) has often been touted as an important, if not the most important, source of individual differences in reading comprehension. Recent investigations have made the argument that the increased availability of long-term memory plays an important role in comprehension. Participants ( N = 54) completed measures of working memory, available long-term memory and comprehension. Multiple regression analysis tested the hypothesis that measures of increased availability of long-term memory elements account for unique variance in comprehension distinct from the variance accounted for by traditional working memory measures. Results indicated that available long-term memory accounted for unique variance and hold important implications for models of comprehension.
Pages: 132-139
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