Procedures were designed to test for the effects of working-memory training on children at risk of fluency difficulty that apply to English and to many of the languages spoken by children with English as an Additional Language (EAL) in UK schools. Working-memory training should: (1) improve speech fluency in high-risk children; (2) enhance non-word repetition (NWR) (phonological) skills for all children; (3) not affect word-finding abilities. Children starting general education (N = 232) were screened to identify those at risk of fluency difficulty. Children were selected who were at high-risk (12), or low-risk (27) of fluency difficulty. For the low-risk children 10 received, and 17 did not receive, the working-memory training. All children in the treatment groups received working-memory training over a 2-week period. For the high-risk group, fluency improved and lasted for at least a week after the end of the study. Phonological skills improved in this group and in the low-risk group who received the training and the improvements continued for at least a week. The low-risk group who did not receive working-memory training showed no improvements, and no group improved word-finding ability.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.3389/fpsyg.2020.568867
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 58,843
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Thinking Developmentally About Counterfactual Possibilities.Kevin J. Riggs & Sarah R. Beck - 2007 - Behavioral and Brain Sciences 30 (5-6):463-463.
Children, School Choice and Social Differences.Diane Reay & Helen Lucey - 2000 - Educational Studies 26 (1):83-100.
A Theological Reflection on Children-at-Risk.Bill Prevette & Haddon Willmer - 2016 - Transformation: An International Journal of Holistic Mission Studies 33 (3):197-207.
Children’s Speech-Drawing.Julia M. Matuga & Heidi L. Styrk - 2005 - Inquiry: Critical Thinking Across the Disciplines 24 (4):29-35.
Reflective Thinking in Teacher Training: Three Models in Kentucky.Fred Oscanyan - 1989 - Analytic Teaching and Philosophical Praxis 10 (2).


Added to PP index

Total views
3 ( #1,296,993 of 58,939 )

Recent downloads (6 months)
3 ( #244,020 of 58,939 )

How can I increase my downloads?


My notes