alexa Improving Reading Strategy for Comprehension: “Does Recall Compete with Working Memory Manipulation?”
ISSN: 2469-9837

International Journal of School and Cognitive Psychology
Open Access

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Research Article

Improving Reading Strategy for Comprehension: “Does Recall Compete with Working Memory Manipulation?”

Evie A Malaia*

Center for Mind, Brain, and Education, Department of Curriculum and Instruction, University of Texas at Arlington, Box 19545, Planetarium Place, Arlington, TX, USA

*Corresponding Author:
Evie A. Malaia, Ph.D
Assistant Professor
Center for Mind, Brain and Education
Department of Curriculum and Instruction
University of Texas at Arlington
Box 19545, Planetarium Place
Arlington, TX 76019
Tel: (817)252-0526
Fax: (817)252-9424
E-mail: [email protected]

Received April 17, 2014; Accepted May 14, 2014; Published May 21, 2014

Citation: Evie A. Malaia, Ph.D (2014) Improving Reading Strategy for Comprehension: “Does Recall Compete with Working Memory Manipulation?”. Int J Sch Cog Psychol 1:107. doi:10.4172/2469-9837.1000107

Copyright: © 2014 Malaia EA, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



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 data from ten fifth-grade students, half of which underwent strategic reading comprehension intervention. 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

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