brain running on a treadmill

Teaching the Student with Inadequate Working Memory

Working memory is one’s ability to hold and manipulate information in immediate awareness. It is an imperative skill upon which many other mental processes are based. Think of it as a human’s RAM (random-access memory).

Working memory has limited capacity and duration, which increase with age during childhood

Working memory is one’s ability to hold and manipulate information in immediate awareness. It is an imperative skill upon which many other mental processes are based. Think of it as a human’s RAM (random-access memory).

Working memory has limited capacity and duration, which increase with age during childhood. The average 5-year-old is able to hold about two bits of information in mind. This increases to about four bits by age 10, five bits at age 13, and six bits by age 16-years. It remains there until it begins to decline slightly as we adult approach middle age. Unless the information is rehearsed, it will generally decay within 10-15 seconds.

Working memory scores have been shown to correlate with performance in virtually all academic areas (e.g., reading, math, writing, oral language), and is a key predictor of school success. It is critical, that teachers understand that working memory problems impact all areas of the learning process, from learning new concepts, to following directions, through final assessments of learning.

What are some signs a student may be struggling with working memory?

  • Trouble following directions and multi-tasking
  • Needs frequent reminding
  • Asks questions about directions right after they were given
  • Struggles with mental math
  • Forgets what he was going to say when it is his turn to speak
  • Struggles to listen and take notes at the same time
  • Disorganized
  • Trouble copying off the board
  • Weak reading comprehension
  • Appears to be listening but can’t repeat what was said

Below is a list of classroom strategies and accommodations that may be helpful:

  • Reduce simultaneous processing and offload information to be held in working memory.
  • Provide a simple list of directions to reference when working.
  • Reduce environmental distractions.
  • Do not give directions while handing out papers or while students are getting materials ready.
  • Make sure slides, worksheets, and lectures are organized and simple.
  • Avoid double-sided worksheets.
  • When presenting a visual aid, show it and give students time to process what they are seeing before beginning to speak.
  • Support verbal instruction with visual aids. Words decay too fast.
  • Give directions and reminders just before they are needed, and repeat them often.
  • Speak in short, simple sentences.
  • Provide older students with note-taking help from a peer.
  • Shorten activities and assignments and build in breaks. 
  • On tests, group like items together.
  • Externalize important information. For example, make a picture/word list titled, “Pack for home” that includes the steps needed for the student to be prepared to go home at the end of the day and tape it to their locker.  
  • Have students do math on graph paper or lined notebook paper turned sideways.
  • Provide reminders of when to use strategies that have been learned.
  • When reading, after each sentence or paragraph, stop and discuss what was read to ensure comprehension.
  • Be sure to manage carefully the pace, volume, and complexity of material presented. The more complex the material, the slower the pace.

Dr. Cheryl Chase

Licensed Psychologist