Abstract

• The main aim of this study is to investigate the effect of verbal short-term memory on primary students’ reading ability. A total of 559 Grade 3 and Grade 5 students from eleven schools in Chanayetharzan Township, Mandalay Region were participated in this study. Quantitative approach was used in this study. Students’ Verbal Short-term Memory was measured by Verbal Short-term Memory tests developed by StanfordBinet Intelligence Scale: Fourth Edition (SB-IV). Researcher made reading ability tests (Myanmar and English) were used to measure primary students’ reading ability based on the Metropolitan Achievement Tests (1978) and the Neale Analysis of Reading Ability (1989). Results indicated that there was significant relationship between primary students’ verbal short-term memory and reading ability. ANOVA results indicated that there were significant differences with regard to students’ verbal short-term memory and reading ability by different schools. According to correlation analysis, students’ verbal short-term memory were found to be significantly and positively correlated with their reading ability (r = .664, p < .01).In addition, multiple regression analysis showed that the students’ verbal short-term memory was good predictor for their reading ability. Therefore, findings from this research may contribute to the educational field by providing recommendations for developing verbal short-term memory in students to support their reading ability.