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Numrering	Referens	Omslagsbild	Hitta
1.	Fälth, Linda, 1973-, et al. (författare) Working Memory Training - A Cogmed Intervention 2015 Ingår i: International Journal of Learning, Teaching and Educational Research. - 1694-2493 .- 1694-2116. ; 14:02, s. 28-35 Tidskriftsartikel (refereegranskat)abstract 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.

Fälth, Linda, 1973-, et al. (författare)
Working Memory Training - A Cogmed Intervention
2015
Ingår i: International Journal of Learning, Teaching and Educational Research. - 1694-2493 .- 1694-2116. ; 14:02, s. 28-35
Tidskriftsartikel (refereegranskat)abstract
- 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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