Working memory in L2 reading comprehension: The influence of prior knowledge

System ◽  
2017 ◽  
Vol 70 ◽  
pp. 107-120 ◽  
Author(s):  
Jeongsoon Joh ◽  
Lia Plakans
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Prior Knowledge ◽  
L2 Reading ◽  
L2 Reading Comprehension

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

2020 ◽  
Vol 41 (4) ◽  
pp. 873-900
Author(s):  
Jihye Shin
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Reading Comprehension ◽  
Meta Analysis ◽  
Quantitative Description ◽  
Span Task ◽  
Word Recall ◽  
Reading Span ◽  
L2 Reading ◽  
L2 Reading Comprehension

AbstractDespite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.

The Effect of Perceived Interest and Prior Knowledge on L2 Reading Comprehension via Several Assessment Methods in a Higher Education Context

2019 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Ana Cristina Lahuerta Martínez
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Multiple Choice ◽  
Assessment Method ◽  
Multiple Choice Questions ◽  
L2 Reading ◽  
Assessment Tasks ◽  
Written Recall ◽  
The Relationship ◽  
L2 Reading Comprehension

The aim of the present study is to examine the effect of perceived interest and prior knowledge on EFL reading comprehension. Participants were 227 undergraduates with advanced competence in English. With respect to the method, participants had to read a 450-word text entitled Wales. After that, they had to complete a Perceived Interest Questionnaire (PIQ), which consisted of 9 items and two assessment tasks: a written recall and a multiple choice task. The results of our study show the significant effect of perceived interest and prior knowledge on L2 reading comprehension. Thus, comprehension assessed via written recall and multiple choice questions had higher scores when readers read texts related to their interests. Besides, prior knowledge had a positive effect on the reader’s comprehension irrespective of the assessment method used. This study concludes that different assessment tasks may be crucial factors that affect the relationship between factors like interest and prior knowledge, and L2 reading comprehension.

The Interplay Between Working Memory and Background Knowledge in L2 Reading Comprehension

2018 ◽  
Vol 53 (2) ◽  
pp. 320-347 ◽  
Author(s):  
Jihye Shin ◽  
Vedran Dronjic ◽  
Boonjoo Park
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Background Knowledge ◽  
L2 Reading ◽  
L2 Reading Comprehension
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