The Impact of Working Memory on Reading Comprehension Among Moroccan Primary School Students

This study sought to measure the impact of working memory on reading comprehension by examining the correlation between working memory and reading comprehension (text comprehension, phonological awareness, phonological tasks, and spelling tasks). It also aimed to determine whether statistically significant relationships exist between reading comprehension and working memory based on gender variable. To this end, the researchers administered a set of tests, including assessments of working memory and reading comprehension, tailored to the Moroccan educational context. These tests were conducted on a sample of one hundred (100) fourth-grade primary school students (equally divided between males and females) at “Oulad Tayeb” School in the Regional Directorate of Fez. The goal was to identify the relationship between working memory and certain components of reading comprehension among the study participants.