Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education Issue 62
2013-12-20 発行


Reading Comprehension and Working Memory Capacity in Oral Reading of Japanese Texts by Korean Students Learning Japanese as a Second Language
Ju, Inwon
This paper examined how individual differences in working memory capacity influence processing and comprehension during JSL learner's oral reading task. Word correct per minute of the texts was used as a measure of oral reading fluency. The accuracy in answering yes-no comprehension questions was used as a measure of understanding. Inference skill is measured by accuracy of understanding the word's meaning. The score of reading span test was used as a measure of working memory capacity. 23 Korean speaking Japanese learners participated in the experiment. The result showed that both larger and smaller WM span participants could read texts with equal fluency. On the text understanding, participants with a large WM capacity read texts fluently. At the same time, they could understand the contents of the text and make inferences of the non-semantic information from the texts better than participants with a small WM capacity did. This suggests that individual differences in working memory capacity is a good predictor of reading processing in both oral reading and text understanding as a dual task.
oral reading fluency
reading comprehension
working memory capacity
processing resources