Transcript Working Memory Intervention

Accommodating poor processing in the
classroom
Instructing
1.
Keep instructions short and issue
them one at a time
2.
Break down longer instructions
into chunks
3.
Allow time for processing what
has been said
4.
Repeat key words and phrases
Checking for understanding
1. Ask the child (discreetly) to retell the
instructions. This will be easier if the
child is sitting near you at the front.
2. Encourage the child to ask you rather
than a neighbour to avoid dependence
on peers for information
Recording Information
1. Tasks involving codes and
sequences (e.g. copying from the
board or from one sheet to another,
may be difficult). If possible,
eliminate the need to copy by
providing worksheets or printouts
2. Older children might use a
dictaphone to record notes
Expression
1. When questioned, the child may take
longer to retrieve the words they need
to express themselves. Be patient
2. Provide structures for independent
tasks that the child can build on to
avoid the feeling of not knowing where
to begin
Supporting working memory in the classroom
Recognising weak working memory
1. Incomplete recall of information
2. Failure to follow instructions
3. Place-keeping errors
4. Task abandonment
Reducing the load on working memory
1. Make sure the task is not overlong
2. Make content meaningful and link it to
familiar topics
3. Simplify mental processing in tasks
4. Repeat important information often
5. Provide memory aids e.g. word banks,
number charts, diagrams
Encouraging the child to develop strategies
1. Requesting help
2. Rehearsal
3. Note-taking
4. Using long-term memory
5. Place-keeping and organisational strategies