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We investigated whether reading comprehension could be improved by strategic updating of working memory during reading, by providing upper elementary students with working memory consolidation training. We report data from ten fifth-grade students, half of which underwent strategic reading comprehension intervention. Response time data indicated that training in consolidating verbal information increased automaticity of recall. However, this improvement negatively correlated with post-trainingdoi:10.4172/2469-9837.1000107 fatcat:mc6nk6c3ibcitd3qiiqhceadee