Working Memory Training - A Cogmed Intervention
Keywords:
working memory; intervention; inclusion; motivation; word decodingAbstract
This study of working memory training investigates the
impact of intervention with memory training on students' school
performance. The training consisted of 25 occasions spread over five
weeks. A total of 32 students from the first grade of primary school
participated in the study, with 16 students in the intervention and 16 in
the control group.
Before and after the intervention, all the participants were tested on
word decoding skills, reading comprehension, and automated mental
arithmetic. The results showed that both groups had improved on all
tests after the intervention, but that the intervention group performed
significantly better on the word decoding test than the control group.
However, this study demonstrated no differences due to memory
training with regard to mental arithmetic between the intervention
group and the control group. A possible interpretation of the result is
that structured memory training is beneficial for students’ reading
development.
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