Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading.

Area of Science:

• Cognitive Psychology
• Reading Science

Background:

• Verbal efficiency theory proposes that poor word decoding consumes working memory resources needed for comprehension.
• Previous research on word decoding's role in adult reading has produced inconsistent findings.
• The experimental testing of verbal efficiency theory in adult readers has been limited.

Purpose of the Study:

• To experimentally test verbal efficiency theory by examining the relationship between word decoding skill and working memory capacity.
• To assess how decoding difficulty impacts inference generation in adult readers.
• To investigate the compensatory role of working memory in overcoming decoding challenges.

Main Methods:

• Participants read passages with varying decoding difficulty (Standard American English vs. pseudohomophones).
• Bridging inference generation was assessed using priming effects and lexical decision tasks.
• Measures of working memory capacity and decoding ability were administered.

Main Results:

• Inference priming occurred in both decoding conditions but was stronger for Standard American English.
• An interaction between decoding skill and working memory capacity predicted the observed priming differences.
• Adults with poor decoding skills but high working memory capacity were less affected by pseudohomophone-induced difficulty.

Conclusions:

• Working memory capacity appears to compensate for deficits in word decoding skills among proficient adult readers.
• The findings support verbal efficiency theory by demonstrating how working memory resources are allocated during reading.
• Individual differences in working memory significantly influence reading comprehension outcomes, especially under challenging decoding conditions.