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Working Memory and Strategy Instruction in Children with Learning Disabilities

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Interventions in Learning Disabilities

Part of the book series: Literacy Studies ((LITS,volume 13))

Abstract

The purpose of this chapter is to review some of the instructional research completed in our lab related to improving memory performance in children with reading and/or math disabilities. We review studies that focus on (1) the effects of strategy knowledge and strategy training on the working memory (WM) performance as a function of dynamic testing conditions, (2) transfer effects as a function of direct training on WM tasks, and (3) the effects of strategy training on problem solving and transfer measures as a function of variations in working memory capacity.

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Authors and Affiliations

  1. Education Psychology, University of California-Riverside, Riverside, CA, USA

    H. Lee Swanson

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  1. H. Lee Swanson
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Correspondence to H. Lee Swanson .

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Editors and Affiliations

  1. School of Education, Bar Ilan University, Ramat Gan, Israel, Ramat Gan, Israel

    Rachel Schiff

  2. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

    R. Malatesha Joshi

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Swanson, H.L. (2016). Working Memory and Strategy Instruction in Children with Learning Disabilities. In: Schiff, R., Joshi, R. (eds) Interventions in Learning Disabilities. Literacy Studies, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_14

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  • DOI: https://doi.org/10.1007/978-3-319-31235-4_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-31234-7

  • Online ISBN: 978-3-319-31235-4

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