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

  • Nash Davis (a1), Linda Sheldon (a1) and Susan Colmar (a2)
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.

Copyright
Corresponding author
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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Journal of Psychologists and Counsellors in Schools
  • ISSN: 2055-6365
  • EISSN: 2055-6373
  • URL: /core/journals/journal-of-psychologists-and-counsellors-in-schools
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