Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and foreign (FL) adults older adolescents (Linck 2014). Comparatively little is known about effect WM young FL readers’ comprehension, even less within testing contexts. Young readers are still developing their L1 skills general cognitive (e.g., attentional regulation abilities). Completing tests might be particularly taxing WM, differences in capacity – as well other learner task characteristics create construct-irrelevant variance test performance. In this study, we investigate effects grade level, learners’ performances. Ninety-four English learners (Grades 6–7) Hungary completed TOEFL ® Junior™ Comprehensive’s a battery. Our mixed-effects model predicted significantly higher accuracy among with capacity, Grade 7 compared to 6. Reading were not associated significant differences. We discuss implications our findings for comprehension.