Effects of working memory training on reading in children with special needs
2011 (English)In: Reading and writing, ISSN 0922-4777, E-ISSN 1573-0905, Vol. 24, no 4, 479-491 p.Article in journal (Refereed) Published
This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children with special needs. First, it was examined whether children’s working memory could be enhanced by a cognitive training program, and how the training outcomes would relate to their reading development. Next, it was explored how differential aspects of working memory are related to children’s reading outcomes. The working memory training yielded effects, and these effects appeared beneficial to children’s reading comprehension development. Working memory measures were found to be related with children’s word reading and reading comprehension. The results show that working memory can be seen as a crucial factor in the reading development of literacy among children with special needs, and that interventions to improve working memory may help children becoming more proficient in reading comprehension.
Place, publisher, year, edition, pages
2011. Vol. 24, no 4, 479-491 p.
Working memory, Working memory training, Word decoding, Reading comprehension, Small groups, Special education, Special needs
Research subject Special Education
IdentifiersURN: urn:nbn:se:su:diva-50964DOI: 10.1007/s11145-010-9238-yISI: 000288454000007OAI: oai:DiVA.org:su-50964DiVA: diva2:383374
ProjectsTillsammans med Karolinska Institutet, Torkel Klingberg och Specialpedagogiska institutionen, Mats Myrberg
FunderSwedish Research Council, 091215
authorCount :12011-01-042011-01-042013-07-11Bibliographically approved