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Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory

Published online by Cambridge University Press:  27 September 2013

Nash Davis ,
Linda Sheldon  and
Susan Colmar
Nash Davis
Affiliation:
Department of Education and Communities, Sydney, New South Wales, Australia
Linda Sheldon
Affiliation:
Department of Education and Communities, Sydney, New South Wales, Australia
Susan Colmar*
Affiliation:
Faculty of Education and Social Work, The University of Sydney, Sydney, New South Wales, Australia
*
address for correspondence: Susan Colmar, Faculty of Education and Social Work, The University of SydneyNSW 2006, Sydney, Australia. Email: susan.colmar@sydney.edu.au
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Abstract

A small-scale research study was undertaken to identify the impact of attention and working memory (WM) strategies for one Year 3 class over four lessons. A selection of eight strategies was embedded in everyday mathematics lessons, and the class teacher was supported to adjust lesson delivery and monitor students experiencing WM overload. Explicit student and teacher instruction was provided to learn how to understand and apply the strategies during lessons. The goals of this research were to increase teacher expertise in teaching strategies to improve WM and to encourage students to practise and self-monitor strategy use. Students’ academic engagement rose to 100% and all students increased their academic achievement outcomes.

Keywords

working memoryprimary schoolclassroom strategiesacademic achievement
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 24 , Issue 1 , June 2014 , pp. 111 - 120
Copyright
Copyright © The Author(s), published by Cambridge University Press on behalf of Australian Academic Press Pty Ltd 2013 

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