Working memory training and explicit teaching : A transdisciplinary approach to reading intervention

This multiple case study investigates the use of adaptive, cognitive working memory training in tandem with a literacy intervention program in the address of learning difficulties in reading as well as working memory difficulties. The study was completed with middle primary aged students in a large Australian primary school. The study adds to research in this area through indication a transfer of trained improvement in working memory to improvement in reading skills with a high level of inter-relationship with working memory may be evidenced when both working memory training and reading intervention are delivered within the school setting. The study indicated the importance of considering cognitive load when structuring the delivery and timing of these intervention programs. Several suggestions for future research are offered to both challenge and extend the findings of this study