Improving Reading Strategy for Comprehension: Does Recall Compete With Working Memory Manipulation?

• In Event: Poster Session 2
  In Poster Session: Using, Integrating, and Evaluating Information

Abstract

We investigated whether reading comprehension could be improved by strategic updating of working memory during reading, by providing upper elementary students with working memory consolidation training. We report preliminary data from ten fifth-grade students, half of which underwent strategic reading comprehension intervention. All students were administered pre- and post-tests measuring sentence comprehension, and Backward Digit Span as a measure of executive function responsible for manipulation of working memory content.

Response time data indicated that training in consolidating verbal information increased automaticity of recall. However, this improvement negatively correlated with post-training performance on Backward Digit Span, indicating possible tradeoffs between resource allocation toward the component of executive function moderating maintenance/recall, or toward the component moderating manipulation of working memory content.

Authors

• Tracy Perry

• Evguenia Malaia, The University of Texas - Arlington