EXPRESS
Gathercole and Alloway (2007) provide recommendations for how to support children with working memory issues, including the identification of children with these problems.
- Recognize working memory failures
- Monitor the child
- Evaluate the working demands of learning activities
- Reduce working memory loads if necessary
- Be aware that processing demands increase working memory loads
- Frequently repeat important information
- Encourage the use of memory aids
- Develop the child’s use of memory-relieving strategies
A key part of this process is to reflect on our own behaviors within the classroom. Are we giving multi-step instructions which are too complex or are developmentally appropriate? Are we providing visual cues when applicable? Are we providing tangible, concrete examples as opposed to abstract, complicated ones? Attention is closely linked to working memory, and a deficit with one can lead to an issue with the other. Add a comment to the box below, identifying one action you could take in your own behavior to increase clarity of directions, simplicity of complex problems, or ways to scaffold children’s working memory.
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In the comment box below, identify one action you could take in your own behavior to increase clarity of directions, simplicity of complex problems, or ways to scaffold children’s working memory.
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