A Systematic Realist Review of School-Based Working Memory Training

Abstract: This systematic realist review explores the implementation and effectiveness of school-based working memory training (WMT) interventions aimed at enhancing academic performance, particularly in mathematics and English. Grounded in the Integrated-Promoting Action on Research Implementation in Health Services (I-PARIHS) framework, the review integrates quantitative synthesis of study-specific effect sizes with qualitative realist synthesis to examine facilitative strategies and contextual factors influencing WMT in diverse educational settings. Quantitative synthesis of 27 studies revealed a modest overall effect (Cohen’s d = 0.24), with WMT showing a stronger impact on mathematics (Cohen’s d = 0.25) than English language outcomes (Cohen’s d = 0.06). Qualitative synthesis, informed by framework analysis, identified key factors – teacher involvement, classroom environment, adaptive training design – shaping the feasibility and impact of WMT. Despite the potential of WMT, challenges such as resource availability, technological issues, and variable teacher engagement contribute to inconsistent outcomes. Variability in standardized measures and fidelity reporting hinders comparisons. This review underscores the need for standardized reporting and contextual alignment to enhance the adaptability of WMT. Future research should prioritize fidelity monitoring, classroom dynamics, and long-term impact across broader academic areas.