The relationship between working memory updating components and reading comprehension

Abstract

The objective of this study was to determine the contribution of retrieval and substitution components of working memory updating to reading comprehension. Difficulties in reading comprehension have been related to the inability to update information in working memory. Updating is a complex process comprising various subprocesses, such as retrieving information into the focus of attention and substituting information that is no longer relevant. Various numerical subtasks requiring or not requiring the substitution and retrieval components of working memory updating, as well as reading comprehension and general cognitive measures, were administered to a sample (n = 148) of 4th grade children. Less-skilled comprehenders showed lower accuracy when information retrieval was required. In contrast, substitution was not related to reading comprehension. These findings suggest that reading comprehension difficulties are related to the efficacy of information retrieval during updating in working memory.