AI-Based Working Memory Training to Reduce Reading Disabilities in Primary Students

This study investigates the impact of AI-based working memory training on reducing reading disabilities in third-grade students. Two key areas were assessed: word recognition and reading comprehension. A total of 27 students participated, with 14 in the experimental group receiving AI-driven interventions and 13 in the control group. Statistical analyses using the Mann-Whitney U test revealed significant improvements in both word recognition and reading comprehension for the experimental group. The experimental group had a mean rank of 19.71 for word recognition (U-value = 11.00, P < 0.001) and a mean rank of 19.79 for reading comprehension (U-value = 10.00, P < 0.001), compared to the control group, which had mean ranks of 7.85 and 7.77, respectively. AI-based working memory training has a significant impact on addressing reading disabilities in students. By enhancing the cognitive processes underlying word recognition and reading comprehension, such interventions offer essential support for students with reading disabilities, helping them achieve substantial improvements in their reading.