Don’t Forget About Working Memory: Professionals’ Consideration of Working Memory and Basic Reading Skills Interventions for Students With or at Risk for Having a Learning Disability

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 2
  In Roundtable Session: Advancing Instructional Practices for Students with Disabilities

Abstract

Working memory is vital for reading development, with strong working memory linked to higher achievement and weak working memory tied to reading struggles. This study examines how working memory predicts basic reading skills in students aged 7–11 with learning disabilities. It also explores school professionals’ understanding and use of working memory data in designing word-reading interventions, along with their perceptions of these interventions’ effectiveness and feasibility. Findings highlight the need for educators to reassess how they evaluate working memory and design targeted interventions to better support students with reading difficulties.

Author

• David Antunes, Rutgers University