The effect of the working memory intervention package on theworking memory performances of elementary school students with specific learning disabilities

The purpose of this study was to examine the impact of a working memory (WM) intervention on the WM performance of students with specific learning disabilities (SLD). It is well known that forgetting and memory problems are prevalent among students with SLD. Therefore, a WM intervention was developed and tested using an experimental design with pre-test and post-test control groups. The participants included 20 students in the control group and 20 in the experimental group, with feedback obtained from the experimental group's students and their mothers on the WM intervention. The data collection instruments included the Working Memory Scale (WMS), Raven's Standard Progressive Matrices (RSPM) and Working Memory Performance Tasks (WM-PT) and a semi-structured interview form regarding the WM intervention . The difference between the pre-test and post-test scores on the WMS for students in the experimental group was found to be statistically significant when compared to the control group. Furthermore, the difference between the pre-test and post-test scores on the WM-PT in the experimental group was also statistically significant. The pre-test and post-test score differences on the WMS were significant for both the experimental and control groups. The experimental group's students and their mothers reported positive opinions on the WM intervention. In conclusion, the WM intervention improved WM performance in students with SLD. Additionally, other cognitive intervention programs for students with SLD can be developed and tested across different diagnostic groups.