The current study aimed to develop a model of reading comprehension for children in middle primary school.  As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension.  The variables selected for consideration were identified from the child and adult literature and were of three types:  word reading, language, and memory.  The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools.  Their ages ranged from 8 years 7 months to 11 years 11 months.  

The reading comprehension measure was in a multiple-choice format with the text available when answering the questions.  The five word reading measures were phonological recoding, orthographic processing, text reading accuracy,  text reading speed, and a measure of exposure to print and reading experience.