Effects of working memory training on reading in children with special needs |
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| Authors: | Karin I E Dahlin |
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| Institution: | (1) Department of Special Education, Stockholm University, 106 91 Stockholm, Sweden |
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| Abstract: | 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. |
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