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A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

Published online by Cambridge University Press:  24 July 2020

Jihye Shin Open the ORCID record for Jihye Shin [Opens in a new window]
Jihye Shin*
Affiliation:
Northern Arizona University
*
*Corresponding author. Email: js3654@nau.edu
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Abstract

Despite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.

Keywords

meta-analysissecond language reading comprehensionworking memory

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Type
Original Article
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Applied Psycholinguistics , Volume 41 , Issue 4 , July 2020 , pp. 873 - 900
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© The Author(s), 2020. Published by Cambridge University Press

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