This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other program was based on metacomprehension activities focused on text structures, genres, text sensitivity, and text comprehension strategies. Performance was compared pre and post training on running memory, text updating, and reading comprehension tasks. The results showed that significant gains were obtained in both text updating and reading comprehension tasks, with a far transfer effect for both types of training. Limited nearest transfer effects suggest that gains could be due to acquisition of effective strategies in both programs, with training suitable for improving written text processing; however, performance did not differ between programs.

中文翻译：

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小学工作记忆更新与元认知短期训练：对阅读理解的影响

本研究分析了对 9 至 10 岁四年级儿童实施的两种不同培训计划对阅读理解技能的潜在转移效应。一个训练计划基于工作记忆更新范式（即，单词、数字、句子和文本更新工作记忆任务）。另一个项目基于元理解活动，重点是文本结构、体裁、文本敏感性和文本理解策略。在运行记忆、文本更新和阅读理解任务的训练前后进行性能比较。结果表明，在文本更新和阅读理解任务中都获得了显着的收益，两种类型的训练都具有远迁移效应。有限的最近转移效应表明，收益可能是由于在两个项目中获得了有效的策略，以及适合改进书面文本处理的培训；但是，程序之间的性能没有差异。