Relationships between working memory, intelligence, reading comprehension and academic achievement in history in 4th grade of secondary school

Abstract

The aim of this paper is focused on the interrelationships between Working Memory (WM) executive processes and fl uid intelligence with reading comprehension, and their common ability to predict academic achievement in History. Twenty six secondary school students participated in this study. The results indicate that cognitive variables correlate with each other and with academic performance. The regression analysis showed that reading comprehension constitutes the most important higher-order cognitive ability that best predicts academic performance in this curricular subject. Likewise, the study reveals the utility of WM measures in educational environments.