Working Memory Failures and Comprehension Monitoring Impairments in Primary Readers

Abstract

Background This paper investigates the relationship between working memory (WM) failures and comprehension impairments in text comprehension among L2 primary readers in primary four through primary six in selected schools in Ghana. Method Five measures—decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension—were used to test three research questions on the L2 primary reader’s ability to notice inconsistencies in paragraphs, stronger academic language, re-reading times for mismatched words in sentences, and self-reporting and comprehension. Results Major findings were that the primary readers’ ability to notice inconsistencies between paragraphs showed a significant average change between primary 4 and 5 in non-linear terms, with a correlation of r=-0.51 and a significant inverse correlation between the inability to see inconsistencies and the ability to recognize them. Vocabulary had a stronger positive relationship with comprehension monitoring (β=0.07, p<0.001) for primary five and six and primary four and five (β=0.04, p<0.001), respectively. Conclusion Decoding, vocabulary, and WM were found to be predominant factors for reading (β=0.46, p<0.00010), (β=0.37, p<0.0001), and (β=0.45, p<0.0001), while vocabulary and WM combination accounted for 25% of the additional reading variance in primary six, suggesting the significance of WM on self-reporting as a comprehension measure. The recommended classroom practice was for teachers to be mindful of working memory capacities, imposing mental demands on struggling L2 pupils.