Purpose: To evaluate the development of working memory and reading in proficient students from 1st to 4th year of elementary school. Method: Participants were 19 people of both genders, with an average age of 8.26 years, enrolled between the 1st and 4th year of elementary school, who met the proposed inclusion criteria and were proposed and evaluated for working memory and reading level. Results: There’re no significant differences in the level of reading and working memory between genders male and female. The research points to an improved performance of working memory with the increasing age and educational level. The students belonging to the 3rd and 4th year showed better results in the physical assessment of working memory, as well as in the evaluation of the reading level. Conclusion: In this study, it was observed that with the increasing age and schooling, there was an improvement in the performance of working memory, and consequently a better performance in reading. But it cannot be inferred that only the working memory and reading complement themselves bidirectionally, because the literature indicates that other factors also help the development of reading.