DOI: 10.17265/2159-5542/2011.03.001
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Abootaleb Seadatee-Shamir, AliAkbar Soleimanian, Zeinab Zahmatkesh, Hossein Mahdian

Abstract: The relationship among WMC (working memory capacity), reading performance and academic achievement is both logically and theoretically undisputable. However, what may not be as obvious is that such capacity and performance, and as a result, achievement, could be higher among ECBL (early childhood bilingual) students. To reaffirm the obvious and explore what may not be so obvious in some quarters, two groups of randomly selected female third graders (200 Farsi speaking and 200 Farsi and Kurmanji speaking) were…

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