Effects of working memory training on reading in children with special needs
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Recent studies analyzing correlations between baseline cognitive ability and training-related benefits indicate that working memory training yielded larger training and transfer effects in children with low cognitive performance at pretest.
“recent studies also have analyzed correlations between baseline cognitive ability and training-related benefits, indicating that working memory training yielded larger training and transfer effects in children with low cognitive performance at pretest”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Dahlin, 2011
Students with special educational needs and attention problems (9-12 years) benefited in terms of reading comprehension and basic number skills.
“These findings are supported by results showing that students with special educational needs and attention problems (9–12 years) benefited in terms of reading comprehension and basic number skills (Dahlin, 2011, 2013).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Dahlin, 2011
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BackgroundTraining of Working Memory in Children With ADHD
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“The capacity for working memory has been linked to reading (Dahlin, 2011) and math achievement (Geary et al., 2004), as well as later academic attainment in general (Gathercole et al., 2003).”
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Predictors and Moderators of Treatment Outcome in Cognitive Training for Children With ADHD
van der Donk, M. L. A., Hiemstra‐Beernink, A., Kalff, A. C., van der Leij, A., & Lindauer, R. (2016) · Journal of Attention Disorders · doi:10.1177/1087054716632876 · Cited by 33 · see citing works
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What does It take to Show that a Cognitive Training Procedure is Useful?
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Can verbal working memory training improve reading?
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Working Memory Training in Schizophrenia and Healthy Populations
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Most evidence for the compensation account of cognitive training is unreliable
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- Authors
- Dahlin, K. I. E.
- Affiliations
- Stockholm University (SE)
- Corresponding author
- Dahlin, Karin I. E.
- Venue
- Reading and Writing
- Published
- 2010-05-11
- Volume
- 24
- Issue
- 4
- Pages
- 479-491
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W2111878861
- Semantic Scholar
- 5d50299d49e4075bd7c78a95d4a2d2acfda3ce09
- Cited by
- 263
- References
- 32
- Citations by year
- 2026: 6 · 2025: 10 · 2024: 10 · 2023: 12 · 2022: 7 · 2021: 21 · 2020: 13 · 2019: 24 · 2018: 27 · 2017: 23 · 2016: 25 · 2015: 24 · 2014: 21 · 2013: 21 · 2012: 15
- FWCI
- 22.81
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Reading and Writing (publishedVersion)
- Funders
- Vetenskapsrådet
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory, working memory training, cognitive training, reading achievement, reading comprehension, word reading, children with special needs, elementary school students, literacy development
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