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Updated: Jan 28, 2026
06:33
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
Published on: October 11, 2018
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Interactions of Decoding, Working Memory, and Mind Wandering on Reading Comprehension
Abigail Farrell1, Paul T Cirino1, Marcia A Barnes2
1University of Houston, 4800 Calhoun Rd., Houston, TX, USA 77004.
Reading Psychology
|January 26, 2026
Summary
Mind wandering (MW) and decoding skills interact to affect reading comprehension (RC) in Hispanic middle schoolers. The relationship between MW and RC depends on decoding ability, clarifying predictor interactions for academic achievement.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Reading comprehension (RC) is influenced by mind wandering (MW) and working memory (WM).
- Limited research exists on the interaction of MW, WM, and decoding with RC, especially in children.
- Generalization of findings from adult MW studies to children is needed.
Purpose of the Study:
- To investigate the interactive relationships between MW, WM, and decoding and their impact on RC.
- To examine these relationships in Hispanic middle school students at risk for academic difficulties.
- To address the gap in research on MW in child populations.
Main Methods:
- Studied 212 Hispanic middle school students with a Spanish language background.
- Assessed mind wandering (MW), working memory (WM), and decoding skills.
- Analyzed the relationships and interactions between these factors and reading comprehension (RC).
Main Results:
- MW, WM, and decoding were all significantly related to RC.
- The relationship between MW and RC was dependent on the specific MW measure used.
- A significant interaction between MW and decoding was found for RC: the MW-RC relationship varied based on decoding skill level.
Conclusions:
- The interaction between MW and decoding skills is crucial for understanding reading comprehension.
- Findings highlight the complex interplay of cognitive factors in academic achievement for at-risk youth.
- Results emphasize the need for tailored interventions considering individual decoding abilities and potential for mind wandering.
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