The study examines (a) the possibility of improving auditory sequential memory (ASM) through training and (b) the relationship between this training and reading ability. Ninety-two second- and third-grade students with ASM and reading deficits served as subjects. They were randomly assigned to 1 of the following 4 groups: A group receiving training in ASM (the ASM group), a group receiving attention training, a Cognitive Enrichment group, and a Standing Control group. Training for ASM resulted in improved ASM, especially for the second graders. Reading accuracy scores of the ASM group following the training period were higher than those of the other groups but not significantly higher than those of the Cognitive Enrichment group. Reading comprehension was not affected differentially by the treatments.
Bibliographical noteFunding Information:
1 This study was supported by a grant from the Faculty Research Award Program of the City University of New York.