Table 3.
| Study | Active | Sample | Near | Sensible | Follow | Results |
|---|---|---|---|---|---|---|
| Alloway 2013 | Y | Y | Y | N | Y | No transfer to spelling or math |
| Ang 2015 | Y | Y | Y | Y | Y | No transfer to math |
| Chacko 2014 | Y | Y | Y | Y | N | No transfer to reading, spelling, or math |
| Dunning 2013 | Y | Y | Y | Y | Y | No transfer to reading and math |
| Gray 2012 | Y | Y | Y | Y | N | No transfer to reading, spelling, or math |
| Henry 2014 | Y | N | Y | Y | Y | No transfer to reading or number skills |
| Holmes 2009 | Y | Y | Y | Y | N | No transfer to reading or math |
| Karbach 2014 | Y | N | Y | Y | Y | Transfer to reading, no transfer to math |
| Van der Molen 2010 | Y | Y | Y | Y | Y | No transfer to reading or arithmetic |
| Alloway 2012 | ? | N | Y | N | N | Transfer to math, no transfer to spelling |
| Aries 2014 E2 | N | N | Y | Y | N | No transfer to history reasoning school exam |
| Bergman-Nutley 2014 | N | Y | Y | Y | N | Transfer to math; impaired WM training vs TD control |
| Egeland 2013/Hovik 2013 | N | Y | Y | N | Y | Transfer to reading, no transfer to math |
| Foy 2014 | N | Y | Y | Y | N | No transfer to pre-reading skills |
| Kroesbergen et al 2014 | N | N | Y | Y | N | Transfer to early numeracy skills |
| Rode 2014 | N | Y | Y | Y | Y | Transfer to reading fluency, no transfer to reading comprehension or math |
| St Clair-Thompson 2010 | N | Y | Y | ? | Y | Transfer to mental math, no transfer to reading and 2 other arithmetic tests |
| Witt 2011 | N | N | Y | Y | N | Transfer to addition |
Note. Studies in bold considered strongest evidence given their use of an active-control group. Active: Did study include active control group? Sample: Did each group in study have sample size with minimum of 20 subjects? Near: Did results indicate near transfer to working memory? Sensible: Did transfer results exhibit a sensible pattern? Follow: Did study include follow-up assessment?