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<p>Given the central role of working memory (WM) in reading, this study examined the relationship between reading, specifically decoding, and WM in children (5–12&#xa0;years old) and adolescents (12–18&#xa0;years old). A meta-analysis of 127 studies with 632 effect sizes found a significant moderate positive correlation between reading and WM. This relationship was consistent across the two age groups, suggesting that age alone does not influence this relationship. The domain of WM, however, was found to significantly moderate this relationship, with composite WM showing the strongest correlation with reading, followed by verbal-numerical WM. The study also highlighted that typically developing (TD) children demonstrated stronger reading-WM associations compared to those with reading difficulties (RD). Taken together, the present findings underscore the importance of considering WM in reading development and emphasise the need for future work to examine potential age-group differences in this relationship.</p>

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Relationship Between Reading and Working Memory in Children and Adolescents: a Meta-Analysis

  • 期刊论文

  • 发表日期：

    2026年4月29日

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  • Ling Lynette Looi,
  • Wilson Peng Hian Lim,
  • Chiao-Yi Wu,
  • Beth Ann O’Brien,
  • Darren J. Yeo,
  • Shen-Hsing Annabel Chen

摘要

Given the central role of working memory (WM) in reading, this study examined the relationship between reading, specifically decoding, and WM in children (5–12 years old) and adolescents (12–18 years old). A meta-analysis of 127 studies with 632 effect sizes found a significant moderate positive correlation between reading and WM. This relationship was consistent across the two age groups, suggesting that age alone does not influence this relationship. The domain of WM, however, was found to significantly moderate this relationship, with composite WM showing the strongest correlation with reading, followed by verbal-numerical WM. The study also highlighted that typically developing (TD) children demonstrated stronger reading-WM associations compared to those with reading difficulties (RD). Taken together, the present findings underscore the importance of considering WM in reading development and emphasise the need for future work to examine potential age-group differences in this relationship.