EFFECT OF WORKING MEMORY ABILITY ON READING FLUENCY OF 10TH GRADE MALE AND FEMALE STUDENTS

Abstract

Working memory ability of students improve their reading process. An individual utilizes working memory ability to read text fluently and with ease. This study investigated effect of working memory ability of 10th grade male and female students on their reading fluency in reading English texts. The study was objective in nature and employed quantitative lens to conduct this research.  The population comprise of all secondary schools (45) situated in Islamabad territory. The sample of 135 students (63 males and 72 females) of 10th grade were randomly selected employing the proportional sampling technique. The evidence of working memory ability and reading fluency were collected through four instruments: the QRI, two sets of CTOPP-2 and WRAML-2. An independent sample t-test and Pearson correlation were applied to analyse the data across gender. Results indicated that both male and female students possessed similar working memory ability; however, female students have better fluency in reading English texts. Moreover, there is a significant effect of working memory ability of female students on their reading fluency, while working memory ability of male students had less effect on their reading fluency. Results also indicated that gender may effect on working memory ability and reading fluency among 10th grade students. This study pertains enough evidence to consider gender differences while designing educational interventions and support. Additional resources may be provided, or instructional strategies may be adopted to enhance reading fluency among male students. Further investigation into the specific factors contributing to gender differences can inform targeted interventions to promote reading fluency and develop cognitive capacity of this age group