Face-to-face working memory training does not enhance children’s reading comprehension - a pilot study with Danish children

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Abstract

The argument that Working Memory (WM) is especially important for reading comprehension has been supported in previous research. The aim of this study was to test a non-computerized WM training method to improve children’s reading comprehension in a longitudinal design. 38 Danish children in 3rd and 4th grade (M = 112.9 months, SD = 7.90 months) were divided into a training group (N = 18) and a control group (N = 20). Assessments of sentence reading comprehension and WM were administered at pre- and post-test, half-year and one-year follow-up. Verbal WM and reading comprehension were not improved following training. Visuo-spatial WM improved at post-training, but the effect did not last into the one-year follow up. The role of WM in reading comprehension and the pedagogical implications for teaching are discussed.
Original languageEnglish
JournalNordic Psychology (Online)
Volume73
Issue number3
Pages (from-to)211-225
Number of pages15
ISSN1904-0016
DOIs
Publication statusPublished - 2021

Keywords

  • children
  • training
  • working memory

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