Study Questions Effectiveness of Working Memory Training for Dyslexia in Improving Literacy Skills

https://www.sciencedirect.com/science/article/pii/S0891422224001975?dgcid=rss_sd_all

Abstract

Background

Poor decoding and spelling (literacy) skills have been associated with weak working memory. Aims. The aim of this study was to elucidate the contribution of working memory to literacy progress in students with dyslexia. It has been suggested that working memory can be enhanced by training, which in turn may have a positive effect on reading and spelling abilities (e.g., Peijnenborg et al., 2023).

Methods and Procedures

Participants consisted of a specific group of children with dyslexia and weak working memory skills (n = 62). The effect of Cogmed training on decoding and spelling progress during remediation was investigated using a randomized controlled trial with three research groups (experimental: Cogmed training; active control: fixed computerized training; passive control group).

Outcomes and results

Findings revealed that the Cogmed training enhanced working memory to a rather small extent and that no effects of the Cogmed training on literacy progress occurred over and above the reading and spelling remediation program.

Conclusions and implications

Most likely, Cogmed training does not contribute to literacy development in children with dyslexia. The null results are important information for teachers of this specific group of students, albeit inevitably small samples in intervention studies applied to niche populations increase the risk of type-II errors. Therefore, replication studies are needed.

SUMMARY

The research paper “Working Memory Training in Students with Dyslexia: Additional Effects to Reading and Spelling Remediation Not Likely” from Research in Developmental Disabilities examines the impact of working memory training on students with dyslexia, specifically focusing on whether such training can contribute to improvements in reading and spelling skills. Conducted by researchers at Radboud University, this study aimed to clarify the role of working memory training in literacy development for dyslexic students, using the widely referenced Cogmed working memory training program.

In the study, 62 children with dyslexia and low working memory capacities were divided into three groups: one group received adaptive Cogmed training, an active control group received non-adaptive training, and a passive control group received no additional working memory training. Each child participated in a nine-month reading and spelling remediation program, with progress tracked in decoding and spelling every three months. Although Cogmed training produced modest improvements in working memory, results indicated that these gains did not translate into significant advancements in reading and spelling beyond what the remediation program alone achieved. Consequently, researchers concluded that Cogmed training does not substantially contribute to literacy development for dyslexic students.

The findings are particularly relevant for educators and parents of dyslexic learners, suggesting that the intensive and costly Cogmed working memory training may not provide meaningful benefits in reading and spelling progress. Instead, the researchers advocate focusing resources on proven methods within literacy remediation, including structured phonics instruction and reading fluency enhancement. The study underscores the importance of evidence-based interventions tailored specifically to literacy skill-building rather than indirect approaches like working memory training, especially when targeting developmental gains in students with dyslexia.