Models of reading comprehension using the working
memory paradigm have been formulated from studies using
adult readers. Although there appear to be differences
in working memory skills between beginner and mature
readers, and normal and reading disabled children, the
exact role of working memory in reading is still
unclear. This study examined the role of working memory
in the development of reading in children. A study ~v
Baddeley, Logie, Nimmo-Smith, and Brereton (1985) was
modified for this purpose to accommodate factors
relevant to reading development in children
