Are the 3Rs enough to improve grades?

Posted by Tracy Saturday, January 9th, 2010

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The 3Rs: reading, writing, and arithmetic. We all remember going to school and trying to memorize spelling words and our times tables, to write a coherent paragraph and to calculate our long division. But for some students, this clearly isn’t enough. Despite the focus on the 3Rs why do we still see so many students diagnosed with learning disabilities? Furthermore, why do these students fail to improve after one-to-one instruction or tutoring?

In a recent study that I conducted, I looked at a group of students from 8 to 11 years with learning difficulties. All the students were receiving extra educational support, like tutoring and special classes. I tested their IQ, working memory, and also looked at their grades in the 3 Rs. These students received special tutoring in small groups for the next two years. Yet, when I saw these students two years later, there were still performing at the bottom of the class! Their learning outcomes had not improved, they were still struggling. Except now they were becoming more frustrated because of their learning difficulties and this was manifesting itself as behavior problems, including truancy.

What happened to these students? Why didn’t they show any improvement?

I found that it was their working memory scores, but NOT their IQ, that determined their grades. If they had poor working memory, they struggled in reading, writing, and math. It didn’t even matter what their IQ was. Working memory was the critical skill linked to their learning.

What does this mean? Simply, that focusing on teaching reading and math isn’t enough. That ‘hard work’ without focusing on working memory is just hard work. That drilling the 3Rs without improving working memory is like entering a bike race with flat tires. This is not to say that the 3Rs are unimportant. They are! Even a child with the high working memory needs to learn the 3Rs to do well in school and life. However, if we don’t develop working memory skills, the 3Rs won’t make a difference.

*TP Alloway (2009) European Journal of Psychological Assessments. READ

3 Responses so far

Dr. Alloway,
I’m the parent trainer and educational advocate for the Orange County, California Juvenile Court. Many of the students I work with in Truancy Court have “working memory” problems. I can’t remember one IEP that contained provisions for helping these children overcome “working memory” difficulties. Exactly what is the treatment plan or process for improving a child’s “working memory”?
Nice article, by the way.
Gregory Bodenhamer

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Hi Gregory, thanks for your comments. Your works sounds interesting. There are two ways to target working memory. 1)Train working memory. For a long time, the accepted view was that we were stuck with our working memory. But there is exciting new scientific breakthroughs that demonstrate that we can all benefit from working memory training. However, not all programs yield the same results. Clinical trials from one program that I have been working with (JungleMemory) demonstrates that substantial improvements not only working memory but IQ, Reading, and Math. The students who used the program increased their grades from a C to a B, and from a B to an A in just 8 weeks. This is very exciting, as other programs have not demonstrated such an improvement.

2)Support working memory by using targeted strategies. This can be integrated into IEPs but should always target the student’s strengths and not weaknesses. For example, a student with dyslexia or reading difficulties will have poor verbal (auditory) working memory but relative strengths in visual working memory. Use strategies that draw on visual working memory. I often hear teachers say that they ask students to ‘repeat’ or ‘rehearse’ classroom instructions and so on. Yet a student with poor verbal/auditory working memory will struggle with this simple task. There is also evidence that students with dyslexia find it hard to rehearse information cumulatively and so do not gain from this strategy. More information can be found in ‘Working Memory & Learning’ (Sage Press).

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