Meta-analysis on the relation between reading and working memory

Peng Peng, Marcia Barnes, Cui Cui Wang, Wei Wang, Shan Li, H. Lee Swanson, William Dardick, Sha Tao

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

The purpose of this study was to determine the relation between reading and working memory (WM) in the context of 3 major theories: the domain-specificity theory (debate) of WM, the intrinsic cognitive load theory, and the dual process theory. A meta-analysis of 197 studies with 2026 effect sizes found a significant moderate correlation between reading and WM, r = .29, 95% CI [.27, .31]. Moderation analyses indicated that after controlling for publication type, bilingual status, domains of WM, and grade level, the relation between WM and reading was not affected by types of reading. The effects of WM domains were associated with grade level: before 4th grade, different domains of WM were related to reading to a similar degree, whereas verbal WMshowed the strongest relations with reading at or beyond 4th grade. Further, the effect ofWMon reading comprehension was partialed out when decoding and vocabulary were controlled for. Taken together, the findings are generally compatible with aspects of the domain-specificity theory of WM and the dual process theory, but, importantly, add a developmental component that is not currently reflected in models of the relation between reading and WM. The findings suggest that the domain-general central executive of WM is implicated in early reading acquisition, and verbal WM is more strongly implicated in later reading performance as readers gain more experience with reading. The implications of these findings for reading instruction and WM training are also discussed.

Original languageEnglish (US)
Pages (from-to)48-76
Number of pages29
JournalPsychological Bulletin
Volume144
Issue number1
DOIs
StatePublished - Jan 1 2018

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Short-Term Memory
Meta-Analysis
Reading
Controlled Vocabulary
Publications
Learning

Keywords

  • Cognitive load
  • Dual process theory
  • Grade level
  • Reading
  • Working memory

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Peng, P., Barnes, M., Wang, C. C., Wang, W., Li, S., Swanson, H. L., ... Tao, S. (2018). Meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76. https://doi.org/10.1037/bul0000124

Meta-analysis on the relation between reading and working memory. / Peng, Peng; Barnes, Marcia; Wang, Cui Cui; Wang, Wei; Li, Shan; Swanson, H. Lee; Dardick, William; Tao, Sha.

In: Psychological Bulletin, Vol. 144, No. 1, 01.01.2018, p. 48-76.

Research output: Contribution to journalArticle

Peng, P, Barnes, M, Wang, CC, Wang, W, Li, S, Swanson, HL, Dardick, W & Tao, S 2018, 'Meta-analysis on the relation between reading and working memory', Psychological Bulletin, vol. 144, no. 1, pp. 48-76. https://doi.org/10.1037/bul0000124
Peng, Peng ; Barnes, Marcia ; Wang, Cui Cui ; Wang, Wei ; Li, Shan ; Swanson, H. Lee ; Dardick, William ; Tao, Sha. / Meta-analysis on the relation between reading and working memory. In: Psychological Bulletin. 2018 ; Vol. 144, No. 1. pp. 48-76.
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