Working Memory

Often related to a weak executive function, students with poor working memory will find it difficult to remember and apply crucial information in order to move to the next step of a task. They struggle when a task requires that they remember multiple directions and then generate ideas in response to those directions. Information just doesn’t “stick” for them. A weak working memory will affect their ability to apply previously learned information to a present situation.

There are a number of ways a coach can help a student to develop skills they will need to be successful academically. Often with a diagnosis of a learning disability, comes the identification of natural strengths from which each student must learn to take advantage. For example, if a student has strong visual-spatial skills, utilizing a visual diagram when working on a math word will be valuable. Those students with strong auditory skills will likely prefer to “talk things through” before beginning a writing assignment.

Our coaches will help their students break down information into smaller more manageable chunks. We will discourage multitasking, and use working memory like a spotlight to focus on one thing at a time and shift between activities. The goal will be to focus on a single thought, rather than be overwhelmed by numerous thoughts at once.

We will encourage the use of memory aides and tools such as flash cards, “cheat sheets”, and reference cards.  Calculators should be used when completing math homework or preparing for tests.  Information such as formulas can cause problems for a student with weak working memory will find it difficult to keep those details in mind while managing additional information.  Many students with an identified LD will be allowed to use these memory aids on tests and exams and should learn to create and use these necessary tools.

To assist with comprehension, the students will learn to “leave bread crumbs” when reading so they can manage multiple ideas in a single reading assignment.  Students with weak working memory will benefit from having access to a template so they can see what a finished example will look like, as the end goal may get lost during the process of completing the work.  Referencing the example or a template can help the student stay on task

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