Abstract
The study examines (a) the possibility of improving auditory sequential memory (ASM) through training and (b) the relationship between this training and reading ability. Ninety-two second- and third-grade students with ASM and reading deficits served as subjects. They were randomly assigned to 1 of the following 4 groups: a group receiving training in ASM (the ASM group), a group receiving attention training, a Cognitive Enrichment group, and a Standing Control group. Training for ASM resulted in improved ASM, especially for the second graders. Reading accuracy scores of the ASM group following the training period were higher than those of the other groups but not significantly higher than those of the Cognitive Enrichment group. Reading comprehension was not affected differentially by the treatments.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
