The Effect of a Working Memory Intervention Package on the Working Memory Performance of Primary School Students with Specific Learning Disabilities

This study examines the effects of a working memory (WM) intervention package on the WM performance of students with Specific Learning Disabilities (SLDs). A pre-test post-test experimental design was applied with 40 students, divided equally into experimental (20 students) and control groups (20 students). Data were collected using the Working Memory Scale (WMS), Raven's Standard Progressive Matrices (RSPM), and the Working Memory Performance Tasks Form (WM-PTF). The experimental group demonstrated statistically significant improvements in WMS and WM-PTF scores relative to the control group (<i>p</i> < 0.006, <i>d</i> = 1.96 for WMS; <i>d</i> = 1.42 for WM-PTF). Additionally, a positive correlation was observed between the increase in WM performance and intelligence scores, suggesting that intelligence may influence WM gains. In conclusion, the WM intervention package was significant in improving the WM performance of students with SLDs, indicating that such interventions have significant potential for enhancing cognitive functions and memory. These findings highlight the critical role of WM interventions in contributing to the cognitive development of students with learning difficulties.