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Title: Examining the independent influence of auditory processing and working memory to reading : computerised adaptive training of auditory processing and working memory to improve reading
Author: Luney, Gillian
ISNI:       0000 0004 6061 7192
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2016
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Working memory (WM) strongly predicts reading skills and children with reading difficulty have been shown to have WM deficits. Training WM has led to improved reading in typically developing children and those with reading difficulty. Auditory processing (AP) also predicts reading and children with reading difficulty have been shown to have deficits in AP. AP training has led to improved literacy skills. WM and AP have been shown in a small study to independently predict phonological awareness, the main predictor of reading ability. The aim of this study was to further investigate this relationship by carrying out an intervention in which training in AP alone was compared to training both WM and AP. It was predicted that if AP and WM were unrelated then training both would lead to greater gains in literacy than training one alone. A sample of 26 typically developing children aged 10-11 years was randomly allocated into two training groups; auditory processing training (AP group) and working memory and auditory processing training (WM+AP group). Results: There was no significant difference between the groups in literacy outcomes; both groups showed improvement in the speed and accuracy of single word reading and in spelling. Conclusion: this study suggests that there is a relationship between WM and AP and it may be that training leads to an improved ability to switch between cognitive tasks.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (DECAP) Qualification Level: Doctoral
EThOS ID:  DOI: Not available