Longitudinal Relationships Between Working Memory and Reading Among English-as-L1 and -L2 Students

• In Event: 51.025 - EFLs and English Learners: Innovations for Teaching and Learning

Abstract

This research investigated the longitudinal relationships between reading and working memory (WM) on students from kindergarten to grade 4. We examined the correlation of WM and reading growth rates and the causal effect of WM on reading. The samples of these analyses include English as first language (EL1) and second language (EL2) learners, as well as EL2 students who enrolled in English immersion (EI) and bilingual programs (BP). Results show that in early grades WM and reading had moderate growth rate correlations, but the correlation decreases as reading becomes proficient. Further, for EL2 students who enrolled in EI or BP programs for three years, the WM became a causal factor of reading achievements. Implications for future research were provided.

Authors

• Shuai Zhang, Appalachian State University

• R. Malatesha Joshi, Texas A&M University - College Station