Working memory and mathematics: Cognitive learning strategies use with students with learning disabilities

The purpose of this study was to investigate the effectiveness of memory strategy instruction on math performance in students with learning disabilities. Twenty-nine students with learning disabilities and five teachers from a large county school district in northern Alabama participated in the study. Students in both groups were evaluated with selected subtests from the Swanson-Cognitive Processing Test (S-CPT) and math subtests from the Woodcock-Johnson Tests of Achievement - Revised (WJ-R).; Students in the treatment and comparison group were taught math skills at their individual academic level during a six-week time period. In addition, students in the treatment group were instructed in the use of memory strategies they had selected from the S-CPT during the baseline evaluation phase. Math performance in both groups was evaluated with curriculum-based unit tests from textbooks used at the individual student's ability level. Pretests were administered to both groups of participants at the beginning of the study. Midtests were given at the end of three weeks with posttests at the end of six weeks. At the end of the study, Likert-type scales rating each strategy used during the intervention were completed by students and teachers to determine which memory strategies they found to be effective.; Results of this study indicated that students with learning disabilities who received memory strategy instruction along with an individualized math program performed significantly better than a comparison group that did not receive memory strategy instruction along with their individualized math program. Findings further indicated that teachers and students in the treatment group rated a majority of the strategies selected for use during the intervention as effective in enhancing recall of math skills.