Abstract

The argument that Working Memory (WM) is especially important for reading comprehension has been supported in previous research. The aim of this study was to test a non-computerized WM training method to improve children’s reading comprehension in a longitudinal design. 38 Danish children in 3^rd and 4^th grade (M = 112.9 months, SD = 7.90 months) were divided into a training group (N = 18) and a control group (N = 20). Assessments of sentence reading comprehension and WM were administered at pre- and post-test, half-year and one-year follow-up. Verbal WM and reading comprehension were not improved following training. Visuo-spatial WM improved at post-training, but the effect did not last into the one-year follow up. The role of WM in reading comprehension and the pedagogical implications for teaching are discussed.

摘要

工作记忆 (WM) 对阅读理解特别重要的论点已在先前的研究中得到支持。本研究的目的是测试一种非计算机化的 WM 培训方法，以在纵向设计中提高儿童的阅读理解能力。在3 38名丹麦儿童^RD和4^个等级（M =112.9个月，SD =7.90个月）分成一个训练组（Ñ  = 18）和对照组（Ñ = 20）。在测试前和测试后、半年和一年的随访中对句子阅读理解和 WM 进行评估。口头 WM 和阅读理解在训练后没有得到改善。视空间 WM 在训练后有所改善，但效果并未持续到一年的随访中。讨论了 WM 在阅读理解中的作用以及对教学的教学意义。