CHAPTER 1 INTRODUCTION 1.1 Background to the Study 1.2 Statement of the Problem 1.3 Purpose of the Study 1.4 Research Questions 1.5 Significance of the Study 1.6 Definitions of Key Terms 1.7 Outline of the Book 1.8 Summary CHAPTER 2 REVIEW OF RELATED LITERATURE 2.1 The Nature of Reading 2.2 Reading Comprehension 2.3 Working Memory 2.4 Learning Styles 2.5 Reading Strategies 2.6 Previous Research into Working Memory/Learning Styles/Reading Strategies and Reading Performance 2.7 Summary CHAPTER 3 RESEARCH METHODOLOGY 3.1 Research Design 3.2 Conceptual Framework of the Study 3.3 Participants 3.4 Research Instruments 3.5 Data Collection Procedures 3.6 Ethical Issues in Data Collection 3.7 Data Analysis Methods 3.8 Reliability and Validity Check 3.9 Pilot Study 3.10 Summary CHAPTER 4 DATA ANALYSIS AND RESULTS 4.1 Results of Cronbach's Alphas Coefficients for Questionnaires 4.2 Description of Participants 4.3 Results of the Reading Comprehension Test （RCT） 4.4 Results in Relation to Research Question 1 4.5 Results in Relation to Research Question 2 4.6 Results in Relation to Research Question 3 4.7 Results in Relation to Research Question 4 4.8 Semi-structured Interview 4.9 Summary CHAPTER 5 DISCUSSION 5.1 The Overall Profiles for Working Memory, Learning Styles and Reading Strategy Use 5.2 Gender Differences and Differences between Levels of Reading Proficiency in Relation to Working Memory, Learning Styles and Reading Strategy Use 5.3 Relationships between Working Memory, Learning Styles and Reading Strategy Use 5.4 The Extent to Which Reading Performance Could be Predicted by Working Memory, Learning Styles and Reading Strategies 5.5 The Differences between High and Low Working Memory Capacity Learners 5.6 Summary CHAPTER 6 CONCLUSION 6.1 Summary of the Study 6.2 A Model for Working Memory/Learning Styles/Reading Strategies and Reading Proficiency 6.3 Pedagogic Implications 6.4 Limitations of the Study 6.5 Recommendations for Future Research REFERENCES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E