The research on the role of working memory in L1 and L2 reading comprehension has provided valuable insight on domain-general mechanisms at work in both comprehension processes. The present paper explains a construct of working memory as a multicomponent model (Baddeley, 2007; Baddeley & Hitsch, 1974), reviews empirical studies that investigated the impact of working memory in L1 and L2 reading comprehension, introduces a newly adopted construct to the model of working memory, episodic buffer or long-term working memory (Erricson & Kintsch, 1995), and discusses the role of background knowledge in relation to working memory. The review of the studies showed that central executive, an attentional control system, is a significant predictor for not only L1 reading but also L2 reading comprehension. Phonological loop, a storage system, is significantly related to central executive. However, it is not a direct significant predictor for L1 and L2 reading comprehension; instead, it explains significant variances of vocabulary acquisition in the beginning stage of language acquisition, which is a direct significant predictor for reading comprehension. How high vs. low working memory groups make use of their cognitive resources in L1 and L2 reading when provided with additional background knowledge is further discussed.

I. INTRODUCTION
II. GENERAL FRAMEWORK OF WORKING MEMORY
III. WORKING MEMORY AND L1 AND L2 READING
IV. NEW COMPONENT, EPISODIC BUFFER /LONG-TERM WORKING MEMORY
V. WORKING MEMORY AND THE EFFECT OF BACKGROUND KNOWLEDGE IN L1 AND L2 READING
VI. CONCLUSION

• Eun-jou Oh(Handong Global University)