Skip to main content
The Egyptian Journal of Otolaryngology
Download PDF
  • Original article
  • Open access
  • Published:

The effect of memory training on children with learning difficulty

The Egyptian Journal of Otolaryngology volume 34, pages 203–211 (2018)Cite this article

Abstract

Background

Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress.

Objective

The aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness.

Patients and Methods

This study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training.

Results

In the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy.

Conclusion

Memory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning.

References

  1. Sachcter DL, Tulvig E. What are the memory systems of 994? In: Schacter DL, Tulvig E, editors. Memory systems. Cambridge, Massachusetts: MIT Press; 1994. pp. 1–38.

    Google Scholar 

  2. Usman Y, Shugaba A. The anatomical perspective of memory: a review article. J Sci Res Stud 2015; 2:8–15.

    Google Scholar 

  3. Ganong W. Review of medical physiology. New York, NY: McGraw Hill; 2003.

    Google Scholar 

  4. Swanson HL, Sachse-Lee C. Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important. J Exp Child Psychol 2001; 79:294–321.

    Article  CAS  Google Scholar 

  5. Bayliss DM, Jarrold C, Baddeley AD, Leigh E. Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children. J Exp Child Psychol 2005; 92:76–99.

    Article  Google Scholar 

  6. Gathercole SE, Alloway TP. Working memory and learning: a practical guide for teachers. New York, NY: SAGE 2008.

    Google Scholar 

  7. Cowan N. The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behav Brain Sci 2001; 24:87–114; [discussion-85].

    Article  CAS  Google Scholar 

  8. Swanson HL. Are working memory deficits in readers with learning disabilities hard to change? J Learn Disabil 2000; 33:551–566.

    Article  CAS  Google Scholar 

  9. Kauffman JM, Mock DR, Tankersley M, Landrum TJ. Issues related to teaching students having learning and behavioral challenges: effective service delivery models. Morris RJ, Mather N. Evidence-based interventions for students with learning and behavioral challenges. New York, NY: Routledge; 2008. pp. 359–382.

  10. Rozendaal C, Gottschall C. No-glamour memory. Iowa: LinguiSystems Inc; 2007.

    Google Scholar 

  11. Hanafy M. Application of the adapted learning and memory test for evaluating the Egyptian children having memory problems. Thesis, MSc. Phoniatrics. Alexandria: University of Alexandria, Faculty of Medicine; 2015.

  12. Aboras Y, Abdou R, Kozou H. Development of an Arabic test for assessment of dyslexia in Egyptian children. Bull Alex Fac Med 2008; 44:653–662.

    Google Scholar 

  13. Farquharson K, Franzluebbers CE. Comparing the effects of working memory-based interventions for children with language impairment. EBP Briefs 2014; 9:1–7.

    Google Scholar 

  14. Gill CB, Klecan-Aker J, Roberts T, Fredenburg KA. Following directions: Rehearsal and visualization strategies for children with specific language impairment. Child Lang Teach Ther 2003; 19:85–103.

    Article  Google Scholar 

  15. Holmes J, Gathercole SE, Place M, Dunning DL, Hilton KA, Elliott JG. Working memory deficits can be overcome: impacts of training and medication on working memory in children with ADHD. Appl Cognit Psychol 2010; 24:827–836.

    Article  Google Scholar 

  16. Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P, Dahlstrom K, et al. Computerized training of working memory in children with ADHD – a randomized, controlled trial. J Am Acad Child Adolesc Psychiatry 2005; 44:177–186.

    Article  Google Scholar 

  17. Colom R, Abad FJ, Rebollo I, Shih PC. Memory span and general intelligence: a latent-variable approach. Intelligence 2005; 33: 623–642.

    Article  Google Scholar 

  18. Chein JM, Morrison AB. Expanding the mind’s workspace: training and transfer effects with a complex working memory span task. Psychon Bull Rev 2010; 17:193–199.

    Article  Google Scholar 

  19. Ackerman PL, Beier ME, Boyle MO. Working memory and intelligence: the same or different constructs? Psychol Bull 2005; 131:30–60.

    Article  Google Scholar 

  20. Beck SJ, Hanson CA, Puffenberger SS, Benninger KL, Benninger WB. A controlled trial of working memory training for children and adolescents with ADHD. J Clin Child Adolesc Psychol 2010; 39:825–836.

    Article  Google Scholar 

  21. Klingberg T, Forssberg H, Westerberg H. Training of working memory in children with ADHD. J Clin Exp Neuropsychol 2002; 24:781–791.

    Article  Google Scholar 

  22. McNab F, Varrone A, Farde L, Jucaite A, Bystritsky P, Forssberg H, et al. Changes in cortical dopamine D1 receptor binding associated with cognitive training. Science 2009; 323:800–802.

    Article  CAS  Google Scholar 

  23. Westerberg H, Klingberg T. Changes in cortical activity after training of working memory – a single-subject analysis. Physiol Behav 2007; 92:186–192.

    Article  CAS  Google Scholar 

  24. Loosli SV, Buschkuehl M, Perrig WJ, Jaeggi SM. Working memory training improves reading processes in typically developing children. Child Neuropsychol 2012; 18:62–78.

    Article  Google Scholar 

  25. Dahlin KI. Effects of working memory training on reading in children with special needs. Read Write 2011; 24:479–491.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Otorhinolaryngology, Unit of Phoniatrics, Faculty of Medicine, University of Alexandria, 670 El-Horreya Street, Genaklis, Alexandria, 21532, Egypt

    Yehia A. Abo-Ras, Nesrine H. Hamouda MD & Rana A. El-Shafaei

Authors
  1. Yehia A. Abo-Ras
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nesrine H. Hamouda MD
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Rana A. El-Shafaei
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nesrine H. Hamouda MD.

Additional information

This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.

Rights and permissions

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Abo-Ras, Y.A., Hamouda, N.H. & El-Shafaei, R.A. The effect of memory training on children with learning difficulty. Egypt J Otolaryngol 34, 203–211 (2018). https://doi.org/10.4103/ejo.ejo_4_18

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.4103/ejo.ejo_4_18

Keywords