Although metaphors are essential tools in everyday communication and educational settings, the literature lacks evidence of effective training tools to promote metaphor comprehension in typical development. Grounding in theoretical pragmatics, we developed a novel metaphor comprehension training (MetaCom) for school-age children that focuses on…

Working memory skills have been shown to be enhanced by adaptive training in several randomised controlled trials. Here, two field trials were conducted in which teachers administered working memory training to their own pupils in school. Twenty-two children aged 8-9?years participated in Trial 1. In Trial 2, 50 children aged 9-11?years with the…

Working memory has been well documented as a significant predictor of academic outcomes (e.g., reading and math achievement as well as general life outcomes). The purpose of this study was to investigate the effectiveness of computerized cognitive training to improve both working memory and encoding abilities in a school setting. Thirty students…

The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest-posttest control group design found that students assigned to the computer-based practice intervention…

Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…

Working Memory (WM) has a central role in learning. It is suggested to be malleable and is considered necessary for several aspects of mathematical functioning. This study investigated whether work with an interactive computerised working memory training programme at school could affect the mathematical performance of young children. Fifty-seven…

Research addressing the effectiveness of feedback for learning has focused on many dimensions of feedback, including the timing (Kulik & Kulik, 1988), type (Mory, 2004), and amount of available information (Dempsey et. al, 1993). Much of the feedback research in education has tacitly assumed that the available information is perceived, and any…