This study investigates the role of working-memory capacity in reading
comprehension in young and older subjects. A task yielding separate m
easures for processing and storage components was used to assess worki
ng-memory capacity. A French version of the Nelson-Denny test was admi
nistered as a measure of abilities that underlie reading comprehension
. In the working-memory task, recall performances were lower in older
subjects. Nevertheless, the intercorrelations suggested that the age-r
elated impairment was probably linked to the processing component. Mea
n scores on the reading-comprehension test did not differ between grou
ps. However, scores were correlated with processing time on the workin
g-memory task in younger subjects, but with storage capacity in older
subjects.