Working Memory Intervention for Children with Specific Reading Disorder

Abstract

In the present study, the effectiveness of a working memory intervention was demonstrated for improving memory among children having Specific Reading Disorder. A sample of ten students between the ages of 8 years to 9 years was drawn from clinical settings. The participants had average IQ and were diagnosed with Specific Reading Disorder. They were assigned to either the experimental (N=5) or the control group (N=5). Pre-test and posttest assessment (Test of Memory for Children by NIMHANS) was conducted to assess memory before and after the intervention. Results showed that participants from both groups showed improvement in memory, but the degree of improvement was greater in the experimental group, compared to the control group. There was a large effect size (Cohen’s d= 3.51) in terms of the difference in post test scores of experimental groups versus control group. The findings indicate that working memory intervention is beneficial for improving memory among children with Specific Reading Disorder.