Abstract
Reading comprehension in a second language (L2) is a complex task involving knowledge of vocabulary and grammar as well as controlled attention for continuous updating of information. The purpose was to examine the relative contributions of working memory capacity (WMC), first language (L1) comprehension, and domain experience on L2 reading comprehension in Spanish. Three hypotheses of the relationship between ability and experience were examined. The “knowledge is power” model predicts that with enough experience, WMC differences are eliminated. The “independent influences” model predicts that experience and ability separately influence L2 reading comprehension. Finally, the “rich get richer” model, predicts that high WMC individuals benefit more from experience. Results provide evidence for independent influences of experience and ability.
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