Using Explicit and Systematic Instruction to Support Working Memory

Differences in working memory capacity have important implications for learning new skills and completing instructional activities. Students with learning disabilities are particularly vulnerable to contending with compromised working memory while learning and are also likely to experience challenges associated with limited working memory capacity. Explicit and systematic instruction is an evidence-based practice with features that have benefits for supporting working memory in all learners, and specifically learners with impaired working memory capacity. This paper will include strategies for recognizing and supporting working memory processing constraints, as well as strategies to facilitate optimal working memory processing during reading and math instruction.