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

What people are saying about us

  • I would like to thank our coach and your organization for giving my son a great opportunity to improve. He is much more responsible now and understands the importance of working hard as well as how to work and organize himself.

    Chieko(mother of grade 10 student)
  • Thanks for your good work with our son – I believe we are starting to see some positive changes and improvements. He seems to have a positive attitude overall and he is getting at his work on his own initiative which is good to see.

    David(father of grade 12 student)
  • Our daughter feels much more confident and on top of her work and comments often about how strong her marks have become. She feels that her sessions with you have been a big reason for the turn around.

    Sharon(mother of grade 8 student)
  • Thank you very much for providing such a very helpful facility for my daughter. She has benefited so much from the program, not only for her present situation but I think for life. Your coaches were excellent and they gave her the motivation, guidance, self-confidence and self-esteem that she lacked.

    Sandora(mother of grade 12 student)
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    Barbara(mother of grade 11 student)