Migration has been a constant factor in England, especially since the late 20th century, approximately 13.5% of the primary school population distinguish themselves as learners of English as an additional language ( National statistics, 2007). Many researchers have studied the association between working memory capacity and reading in English as a second language (ESL) learners through measures designed by Daneman and Carpenter (1980, cited in Alptekin and Ercetin, 2009). Lesaux and Siegel (2003) stated that there is an ongoing developmental process with reading skills, especially in English, which relies heavily on phonological processing as this cognitive process is assumed to play a significant role on the reading skills of a child. Holmes and Gethercole (2013) found that children's performance was affected by poor working memory. On the other hand, Haughey (2002) found that those with high levels of phonological working memory had greater vocabulary knowledge than those with low levels of phonological working memory. This suggests that constant repetition may help children learn the English language faster and also that with the two systems enslaved in working memory, it is the phonological circuitry that is responsible for retaining verbal information (Baddeley, 2002). This is supported by Gathercole, Willis, Emslie, and Baddeley (1992) stated that the phonological component, in working memory, is involved in the development of vocabulary acquisition. Gathercole et al stated that the phonological circuit is responsible for the manipulation of speech-based information. Furthermore, phonological working memory plays an important role in vocabulary learning in young children (Haughey, 2002). This has a drastic impact… halfway through the article… and on vocabulary development during the early school years: a longitudinal study. Developmental psychology. American Psychological Association Inc. Gathercole, S., Pickering, S., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years. Developmental psychology. DOI: 10.1037/0012-1649.40.2.177. Haughe, J. (2002). Impact of phonological working memory on vocabulary learning of learners of English as a second language. McNair Scholars Journal.Holmes, J., & Gathercole, S. (2013). Bringing working memory training from the laboratory to schools. Educational Psychology: An International Journal of Experimental Educational Psychology. DOI: 10.1080/01443410.2013797338.Lesaux, N., & Siegel, L. (2003). Reading development in children who speak English as a second language. Developmental psychology. DOI: 10.1037/0012-1649.39.6.1005.