University of Oregon

Article Published: Using Explicit and Systematic Instruction to Support Working Memory

Using Explicit and Systematic Instruction to Support Working Memory.
Differences in working-memory capacity affect how students learn new skills and complete activities. Students with learning disabilities often experience challenges associated with limited working-memory capacity. This article offers strategies both for recognizing and supporting working-memory processing constraints and to facilitate working-memory processing during reading
and math instruction.
     Smith, J. L. M., Sáez, L., & Doabler, C. T. (2016). Using explicit and systematic instruction to support working memory.
     Teaching Exceptional Children, 48, 6, 275-281.       InstrctnSupportWkngMemory_Smith_Saez_Doabler