Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23753
Title: 
Authors: 
Keywords: 
Mathematical disabilities
Working memory training
Numeracy training
Intervention
Issue Date: 
2022
Citation: 
Muñez, D., Lee, K., Bull, R., Khng, K. H., Cheam, F., & Ridzuan Abdul Rahim. (2022). Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000732
Journal: 
Journal of Educational Psychology
Abstract: 
We explored the challenges, limitations, and potential effectiveness of a large-scale computerized working memory and numeracy intervention in the classroom with children at risk of mathematical learning disabilities (n = 428, Mage = 83.85 months, 41% female). Children were assigned to four different treatment protocols (working memory [WM], working memory plus numeracy [NWM], numeracy [NUM], and active control [AC]) that were implemented as part of normally scheduled class activities for 1 year. Wide variability in training exposure highlighted the challenges of implementing an ecologically valid large-scale classroom intervention. The NUM and NWM intervention contributed to improvements in various early numeracy skills as well as math achievement after accounting for training exposure. Some of these effects emerged once the intervention concluded. However, the intervention failed to improve WM, which was likely due to insufficient training dosage in the practical setting. Findings suggest that combining both working memory and numerical skills training is worth further investigation. The study also provides evidence of challenges related to the implementation of training programs in real-life learning environments.
URI: 
ISSN: 
0022-0663 (print)
1939-2176 (online)
DOI: 
Project number: 
OER 30/15 KL
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
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