“…Working memory differences in reading comprehension are more closely associated with verbal than nonverbal working memory (Carretti, Borella, Cornoldi, & De Beni, 2009;Nation, Adams, Bowyer-Crane, & Snowling, 1999;Pimperton & Nation, 2010;Seigneuric, Ehrlich, Oakhill, & Yuill, 2000), and working memory capacity has also been related to higher-level aspects of reading comprehension such as inference making (e.g., George, Mannes, & Hoffman, 1997;Virtue, van den Broek, & Linderholm, 2006) and comprehension monitoring (e.g., Daneman & Carpenter, 1983;Schommer & Surber, 1986). Indeed, Pérez et al (2015) found a relationship between the revision process and individual differences in working memory, which they explained by suggesting that low working memory readers have more difficulty inhibiting an initial incorrect interpretation. Then, although the revision process seems to depend on working memory capacity, it is unclear whether this relationship depends on a domain-specific mechanism.…”