The present study aimed at comparing the working memory of Greek monolingual students to bilingual ones from migrant backgrounds who all attend primary school. Secondly, an effort was made to investigate the correlation of the working memory with the...
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The present study aimed at comparing the working memory of Greek monolingual students to bilingual ones from migrant backgrounds who all attend primary school. Secondly, an effort was made to investigate the correlation of the working memory with the academic performance in both groups. Moreover, the correlation of the vocabulary strategies, employed by monolingual and bilingual students in an integrated memory-based text framework (Rachanioti, Griva & Alevriadou, 2017), with their working memory was explored. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5th and 6th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. The Automated Working Memory Assessment (Alloway, 2007) was used to assess the students’ working memory. The data revealed that monolingual and bilingual students did not differ either in the verba
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