The effect of working memory-based strategy instruction on problem solving performance of children with hearing loss who have difficulties in learning

Limitations in working memory (WM) capacity and functioning, which can be observed in some children with hearing loss, may have a negative impact on academic learning. Therefore, the use of WM strategies in children with hearing loss and its effect on learning domains -problem solving in mathematics-, is an area of research. In this context, the aim of this study is to examine the effect of WM-based strategy instruction on the WM-based strategy use and mathematical problem-solving performance in children with hearing loss who have difficulty in learning. As a mixed methods single-case research, we collected quantitative and qualitative data from 4 students with hearing loss (intervention group), 4 teachers and 14 typically developing children. A four-stage process was followed in line with the research questions: (1) determining the cognitive levels of the students, (2) developing an intervention based on WM-based strategies, (3) determining the effectiveness of the intervention, and (4) determining its social validity. The results of the measurement tools, researcher observation, and teachers' opinions showed that the participating students had difficulty in learning even though their intelligence levels were normal; that the intervention program was effective in increasing the use of WM-based strategies and mathematical problem-solving performance in all students; and that the effect was supported by social comparison and teachers' opinions. The findings are promising for research and practice focusing on information processing to improve the academic performance of children with hearing loss who have difficulty in learning.