Studies on reading skills and performance
In China, approximately ⅓ of students have trouble reading or writing. This is not only due to the characters being difficult to learn, but also because computer based educational software is heavily relied on, removing the importance of mastering the language through writing. And the Western world seems to be following suit, with many US law schools already offering students computerized exams. So how can you counteract the effect which technology is having on your literacy skills? Through brain training with NeuroNation. Keep reading to learn more about the scientific research behind our product.
Study: Does working memory training benefit reading abilities?
Result: In a study from the Temple University in Philadelphia, participants improved their temporal storage with brain training, leading to improvements in reading comprehension. The researchers concluded that training working memory capacity leads to improvements in various cognitive functioning.
Source: Chein J. M., Morrison A. B. (2010). Expanding the mind's workspace: training and transfer effects with a complex working memory span task. Psychon. Bull. Rev. 17, 193–199. doi: 10.3758/PBR.17.2.193.
Study: Does training working memory improve children’s reading comprehension?
Results: Cognitive training interventions significantly enhanced the 9-11 year old children's reading performance (faster reading with less errors), indicating a direct relationship between working memory capacity and reading abilities.
Source: Loosli SV, Buschkuehl M, Perrig WJ, Jaeggi SM. Working memory training improves reading process in typically developing children. Child Neuropsychol. 2012;18(1):62-78. doi: 10.1080/09297049.2011.575772. Epub 2011 Jun 21
Study: Does cognitive training (working memory training) improve the reading ability of school children?
Results: Children who received working memory training showed improvements in their general working memory (using tests that they did not train with) and reading comprehension.
Source: Karbach, J., Strobach, T., & Schubert, T. (2014). Adaptive working-memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, DOI: 10.1080/09297049.2014.899336