Charles Hulme

TL;DR: It is concluded that memory training programs appear to produce short-term, specific training effects that do not generalize, and cast doubt on both the clinical relevance of working memory training Programs and their utility as methods of enhancing cognitive functioning in typically developing children and healthy adults.

TL;DR: The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old, related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills.

TL;DR: For instance, Coltheart et al. as mentioned in this paper proposed a dual-route approach to read and spell for children with dyslexia and dysarthric reading. But they did not address the problem of reading comprehension.

TL;DR: Findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development and whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.

TL;DR: In this article, a linear function related recall to speech rate for items of differing spoken durations was described which demonstrate a long-term memory contribution to memory span, and the span was lower for nonwords than words, but learning the English translations of these words increased subjects' memory span for them.