Children who are deaf or hard hearing (DHH) demonstrate difficulties with working memory (WM), which is associated with language, literacy and academic skills. This feasibility study investigated WM, language and literacy skills and the relationship among them in children who are DHH and whether a low-frequency dosage of Cogmed working memory training (CWMT) program leads to improved performance in WM (trained) and in language (untrained) tasks. Twenty-one children, aged 6-16 years who used hearing aids and/or cochlear implants participated in the assessment study. A battery of 14 subtests spanning cognitive, language, and literacy domains was administered to all children. Ten children participated in approximately 40 sessions of CWMT program, administered two-three times per week at their school. Results showed below-average performance by some children on verbal WM, language, and reading comprehension, with demonstrated strengths in word reading skills. Verbal WM showed significant positive associations with language and literacy variables whereas visual WM did not. Following intervention, children demonstrated significant improvements in WM and in recalling sentences task. Results demonstrated feasibility of administering a low-frequency dosage of CWMT program in public schools and provided preliminary evidence for short-term improvement in WM and far transfer of intervention effects.
Bharadwaj et al. (Sat,) studied this question.