The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Effects of working memory training on reading in children with special needs
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Claims other papers make about this one
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In the citing paper
“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
In the citing paper
“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
Citations
Cites
Specific reading disability (dyslexia): what have we learned in the past four decades?
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1046/j.0021-9630.2003.00305.x · Cited by 2,555
Working Memory, Thought, and Action
Baddeley, A. (2007) · doi:10.1093/acprof:oso/9780198528012.001.0001 · Cited by 2,432
Computerized training of working memory in children with ADHD – a randomized, controlled trial
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-200502000-00010 · Cited by 1,949 · cited 2×
“However, data from a randomized experimental study were available (Klingberg et al., 2005), allowing us to compare the effect of working memory training in the treatment group with a control group, controlling for baseline scores, age, and gender.”
MethodThe Structure of Working Memory From 4 to 15 Years of Age
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.2.177 · Cited by 1,795
Cain, K., Oakhill, J., & Bryant, P. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.1.31 · Cited by 1,496
Increased prefrontal and parietal activity after training of working memory
Olesen, P. J., Westerberg, H., & Klingberg, T. (2004) · Nature Neuroscience · doi:10.1038/nn1165 · Cited by 1,317
MARTINUSSEN, R., HAYDEN, J., HOGG-JOHNSON, S., & TANNOCK, R. (2005) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/01.chi.0000153228.72591.73 · Cited by 1,297 · cited 1×
“Children with ADHD performed worse than other children in visuo-spatial tasks ( Martinussen, Hayden, Hogg-Johnson, & Tannock, 2005 ) suggesting that this kind of task requires attention ability, which these children lack.”
BackgroundTraining of Working Memory in Children With ADHD
Klingberg, T., Forssberg, H., & Westerberg, H. (2002) · Journal of Clinical and Experimental Neuropsychology · doi:10.1076/jcen.24.6.781.8395 · Cited by 1,225 · cited 2×
“Recent studies also show that children with ADHD (attention-deficit/hyperactivity disorder) may benefit in their behavior and school results from working memory training (Klingberg, Fernell, Olesen, Johnson, Gustafsson, Dahlstro ¨m, et al., 2005; Klingberg, Forssberg, & Westerberg, 2002 ).”
The Acquisition of Reading Comprehension Skill
Perfetti, C. A., Landi, N., & Oakhill, J. V. (2008) · Blackwell Publishing Ltd eBooks · doi:10.1002/9780470757642.ch13 · Cited by 1,001
Intensive Remedial Instruction for Children with Severe Reading Disabilities
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. W. (2001) · Journal of Learning Disabilities · doi:10.1177/002221940103400104 · Cited by 991
Research works printed but not linked: 1
- D’Amico, A. (2006). Training of working memory for preventing mathematical difficulties. Etá Evolutiva, 83, 90–99.
Cited by
Sorted by citations
Is working memory training effective? A meta-analytic review
Melby-Lervåg, M., & Hulme, C. (2013) · Developmental Psychology · doi:10.1037/a0028228 · Cited by 1,782
Is working memory training effective?
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012) · Psychological Bulletin · doi:10.1037/a0027473 · Cited by 1,101
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016) · Perspectives on Psychological Science · doi:10.1177/1745691616635612 · Cited by 983
Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000079 · Cited by 557
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
Duke, N. K., & Cartwright, K. B. (2021) · Reading Research Quarterly · doi:10.1002/rrq.411 · Cited by 510
Metadata
- 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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