Working memory training in dyslexic children

Institution: Radboud University, Braams & Partners

Investigator(s): Sietske Walda, Dr. Tom Braams

Program: Cogmed RM

Background & Aim: In dyslexic children development of reading and spelling in the early school years is stagnating. Early diagnostics and treatment are of crucial importance, because of the risk of developing insufficient literacy for education, employment, and development of life skills. Research has shown that working memory (WM) plays a crucial role in children with learning disorders. Poor readers tend to have difficulties with storage in the phonological loop and the central executive. Also, the severity of the reading problem seems to have connection with the severity of working memory deficits, independent from intelligence, verbal capacities and phonological awareness. The aim of this study is to investigate whether Cogmed training is effective in increasing WM of dyslexic children with WM deficits and determine whether it is possible to increase efficiency of dyslexia treatment in dyslexic children with WM deficits.

Population & Sample Size: N = 60 children with dyslexia

Design: Randomized, Placebo controlled, Test-retest, 3-12 month follow-up