Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders

Einat Nevo, Zvia Breznitz

Research output: Contribution to journalArticlepeer-review

Abstract

Working memory (WM) plays a crucial role in supporting learning, including reading. This study investigated the influence of reading acceleration and WM training programs on improving reading skills and WM abilities. Ninety-seven children in third grade were divided into three study groups and one control group. The three study groups each received a different combination of two training programs: only reading acceleration, WM followed by reading acceleration, and reading acceleration followed by WM. All training programs significantly improved reading skills and WM abilities. Compared with the control group, the group trained with only the reading acceleration program improved word accuracy, whereas the groups trained with a combination of reading and WM programs improved word and pseudo-word fluency. The reading- acceleration-alone group and the WM-program-followed-by-reading-acceleration group improved phonological complex memory. We conclude that a training program that combines a long reading acceleration program and a short WM program is the most effective for improving the abilities most related to scholastic achievement.

Original languageEnglish
Pages (from-to)752-765
Number of pages14
JournalChild Neuropsychology
Volume20
Issue number6
DOIs
StatePublished - Nov 2014

Keywords

  • Phonological complex memory
  • Reading acceleration
  • Reading skills
  • Third grade
  • Working memory
  • Working memory training

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health

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