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This study describes the effects of using a memory training programme with children with Down syndrome at schools for children with severe learning difficulties. The results suggest a small but significant improvement in memory spans for children at schools where they were trained by teachers or teaching assistants. There were no significant differences between auditory or visual stimulus presentation or between manual or verbal responses, but a three-way interaction between assessment point, stimulus presentation and response mode showed that memory and verbal recall of longer words particularly improved. Responses demonstrated a classic word length effect. One further finding was a significant correlation between reading and memory scores after the training.

The effects of a short training in the use of a rehearsal strategy on memory for words and pictures in children with Down syndrome