The relationship between working memory and reading comprehension was demonstrated in a longitudinal study that followed children ages 8-11 years (Cain et al., 2004). The researchers reported that:

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The study by Cain et al. (2004) found that individual differences in working memory were predictive of subsequent levels of reading comprehension, and this relationship was independent of the children's vocabulary and general reading abilities. This indicates that working memory plays a distinct role in reading comprehension beyond just vocabulary knowledge or basic reading skills.

The Relationship Between Working Memory and Reading Comprehension Was Demonstrated