Abstract
For the future school performance of a child in the fields of literacy and numeracy, the operational efficiency of working memory is a central predictor. Children affected by dyslexia exhibit specific deficits in the functions of working memory. A software application for elementary school-age children has been specifically developed for this study, attempting to improve the working memory’s operational efficiency. Based on Baddeley’s model of working memory (1986), the phonological loop, the visuo-spatial sketchpad, and the central executive were trained in 18 sessions over a period of six weeks. The group of test subjects undergoing this training was composed of third-graders, of which 43 were and 27 were not affected by dyslexia. The untrained control group was made up of 41 third-graders with dyslexia and 28 without dyslexia. While the short-term effects of the program could not be proven, the present analyses focus on long-term effects. The results obtained from a pre-test/follow-up design reveal that no long-term increases in performance regarding phonological and central executive working memory could be confirmed. Only the visuo-spatial Corsi block span exhibited a training effect over a period of three months. Additionally, training did not show any long-term effect of performance improvement, not even for a subgroup of children with dyslexia and an especially low working memory performance. Thus, even after this study, the question whether working memory can be trained or not remains partly unanswered but leaves us predominantly pessimistic.
Highlights
In search of aid and support for children with difficulties in the acquisition of written language, a multitude of approaches has been put forth and tested for many years.Until now, most effective programs directly used reading and writing as forms of functional exercise training [1]
To answer the first research question, we examined whether the operational efficiency of working memory can experience a long-term improvement through the performed training
For the main effect dyslexia, significant differences appeared in all tasks of the phonological loop, as well as of the central executive, while differences did not show up in the visuo-spatial working memory tasks
Summary
In search of aid and support for children with difficulties in the acquisition of written language, a multitude of approaches has been put forth and tested for many years.Until now, most effective programs directly used reading and writing as forms of functional exercise training [1]. Aside from that, attempting to positively impact the suspected causes of written language acquisition impairment may be worth its while. In this vein, the present study’s goal is to improve the operational efficiency of working memory as a possible etiological factor. Difficulties in reading and writing (dyslexia) are characterized by typical patterns. The child’s reading comprehension, the ability to recognize words and to read them out, is impaired. Reading errors occur, such as omissions, replacements, inversion, or additions of words or word parts, and the mixing-up of parts of words within a sentence.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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.
