Related Experiment Video
Updated: Jun 15, 2026

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
Working memory and educational achievement in children with intellectual disabilities
1Department of Psychology, London South Bank University, London, UK. henrylc@lsbu.ac.uk
Background:
There is little previous research examining whether measures of working memory are related to educational achievement in children with intellectual disabilities (ID).
Methods:
A battery of working memory and achievement measures was administered to 11- to 12-year-old children with ID; younger typically developing children of comparable mental age were also assessed.
Results:
The working memory measures that assessed phonological short-term memory (PSTM) accounted for the most variance in reading and spelling in children with ID, whereas the working memory measures that assessed central executive-loaded working memory (CELWM) accounted for the most variance in number skills. These relationships were broadly similar among typically developing children.
Conclusions:
Compensatory strategies for weak PSTM may help to improve reading and spelling skills in children with ID, whereas reducing CELWM loads may be more helpful in aiding their number skills.
More Related Videos
Related Concept Videos
Information Processing Approach
Working Memory
Language and Cognition
Learning Disabilities
Dyslexia
Dyslexia is a...
Intellectual Disability
Biological Influences on Intelligence

