![]() ![]() Helping your child improve working memory can go a long way toward improving her performance at school. If your child has ADHD and learning disabilities, both may affect memory in ways that interfere with learning. A child with a writing disorder may forget the rules of grammar and syntax a student with an arithmetic deficit may draw a blank on the multiplication tables. A child with dyslexia may be slow to remember words he’s read before, making it necessary for him to sound them out each time. Without the ability to build on material learned in the past - vocabulary words, math facts, the sequence of events in the Civil War - learning new material is frustrating and slow.Ĭhildren with learning disorders may have trouble accessing particular types of information. Gaining Access to the Filesĭoes it sometimes seem that your child no longer knows something he once had down pat? His problem may be that of retrieving information - pulling it out of long-term memory. The stronger a child’s working memory - the longer she can retain and work with new material - the better her chance of remembering it, for the next hour, the next day, or longer. In math, working memory lets us keep track of numbers and operations throughout the steps of a problem. ![]() In writing, it lets us juggle the thoughts we want to get on paper while keeping the big picture in mind. In reading, working memory aids our comprehension, making it possible to organize and summarize the text and connect it with what we already know. Working memory allows a student to follow directions, to remember a question while raising her hand to answer it, and to hold on to new information she needs to apply to her work. Luckily, understanding how memory works - combined with the following memory exercises - can be a big help. Both are essential for learning and for academic success. Of course, our kids also struggle with attention, which is a prerequisite for memory. ![]() Some also have a hard time with retrieval, the process of reclaiming information that has been stored away. Many children with ADHD have trouble with their working memory - the ability to keep information in mind so it’s available for use. In truth, it might be his memory that’s to blame - and forgetfulness can cause school problems for children with ADHD and learning disabilities. You assume that he got distracted or, worse, chose to ignore you. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations.You tell your child with attention deficit hyperactivity disorder (ADHD) or learning disabilities to finish his snack and start his homework, only to find him a few minutes later shooting baskets in the driveway. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction ( p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. The 3-way interaction was not significant. Significant Group×Condition ( p=.02) and Group×Modality ( p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Data were analyzed using a 3-way Group (ADHD vs. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group ( N=51). The aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). ![]()
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