العلاقة بين الذاكرة العاملة و الفهم القرائي لدى التلميذات اللاتي لديهن صعوبات تعلم في القراءة

Abstract EN

The study aimed to determine the relationship between working memory and reading comprehension among a sample of 33 fifth and sixth primary grade schoolgirls who have learning disabilities in reading.

The sample was selected randomly from seven schools affiliated with the Department of Education in Al Jouf region.

The results indicated the presence of relationship between working memory and reading comprehension.

Also, there was a statistically significant difference between mean scores of students who have a strong working memory and those who have weak working memory on the reading comprehension test in the direction of students with strong working memory.

It was concluded that there is a correlation between working memory and reading comprehension, and that working memory performance could predict reading comprehension.

However, there is a need for further studies that would consider other variables, which effect reading comprehension before being certain about predicting reading comprehension based on working memory scores.