The Effectiveness of Working Memory Training Programs for Special Needs and Typically Developing Students in Arab Countries: A Meta-Analysis Study

Abstract

Working memory training programs have attracted great interest, with claims that the training programs can have diverse beneficial effects. The purpose of this article was to examine nearand far-transfer effects following working-memory training and identify the significant moderators related to these effects. Twentythree research articles were included in the metaanalysis. The results showed that near-transfer effects of verbal and visual-spatial working memory skills had effect sizes ranging from 3.22 to 2.99 respectively. Far-transfer effects of reading comprehension and academic achievement had effect sizes ranging from 3.17 to 2.43 respectively. Two significant moderators, namely, learner status (typically/special needs) and duration of training sessions(less 40 m/more 40 m) had an impact on near-transfer effects only.