Children’s reading comprehension is not improved by working memory training: a systematic research review

Abstract

The ability to read and understand what one reads is a complex process that takes children several years to master. Most children find it is easy to understand what they read while other children find this difficult. In the present article, we examined whether working memory training can enhance children’s reading comprehension. The results are presented from a systematic search of published research literature on working memory training with computer-based and non-computer-based training programmes that intend to enhance reading comprehension. Nine studies were identified. Different methodological problems were seen in the studies, and it is concluded that there is no convincing evidence that typically developing children or clinical groups improve their reading comprehension after participating in working memory training. The results are discussed in relation to theories of reading comprehension.