A Study on the Effects of Memory Training and Speech Processing Intervention on Children's Working Memory and Speech Skills: Based on the Perspective of Brain and Cognitive Science
DOI:
https://doi.org/10.53469/jerp.2024.06(09).38Keywords:
phonological processing, verbal working memory, specific reading disorder, phonological skills, individualized interventionAbstract
The present study examined the effect of phonological processing and working memory intervention on the verbal working memory and phonological skills of children with Specific reading disorders. Ten participants between 7 to 10 years of age who met ICD 10 criteria for specific reading disorders, were assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre - test and post - test measures were the Test of Memory for Children (TOMC) and Informal Reading Assessment (IRA). The intervention group received 30 sessions of phonological processing intervention and working memory intervention. The control group received no intervention. Post - test assessments included TOMC and IRA. Participants who had received the intervention showed more improvement than controls. The majority of the participants in the experimental group performed higher post - intervention.
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Copyright (c) 2024 Chirag Vinalbhai Shah, Vishwanadham Mandala, Priyank Shah
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