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37 - Working Memory and Classroom Learning

from Part VI - Language Disorders, Interventions, and Instruction

Published online by Cambridge University Press:  08 July 2022

By
Joni Holmes ,
Elizabeth M. Byrne  and
Agnieszka J. Graham
Edited by
John W. Schwieter  and
Zhisheng (Edward) Wen
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Zhisheng (Edward) Wen
Affiliation:
Hong Kong Shue Yan University
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Summary

Several children in a typical classroom experience persistent learning difficulties that are likely to reflect weak cognitive skills (Holmes et al., 2020). In some cases, these are related to poor working memory. In this chapter, we discuss how limited working memory resources constrain classroom learning, focusing on the impact of poor working memory on children’s abilities to follow both classroom management and learning-activity relevant instructions (e.g., Jaroslawska et al., 2016; 2017). Different ways to help children with poor working memory are discussed. These include an overview of current ideas about memory enhancement by training and brain stimulation (e.g., Byrne et al., 2020), as well as more practical ways for teachers to use action to improve children’s instruction-following.

Keywords

learningreadingmathsinterventioninstructions
Type
Chapter
Information
The Cambridge Handbook of Working Memory and Language , pp. 835 - 858
Publisher: Cambridge University Press
Print publication year: 2022

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