Classroom Behavior and Learning Supports for Children with Poor Working Memory

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  • クラスでワーキングメモリの相対的に小さい児童の授業態度と学習支援
  • クラス デ ワーキングメモリ ノ ソウタイテキ ニ チイサイ ジドウ ノ ジュギョウ タイド ト ガクシュウ シエン

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Abstract

This study consisted of classroom observations of children with relatively poor working memory, and examined their behavioral characteristics in Japanese and mathematics classes to suggest ways to support their learning. Two classes of first graders received computer-based working memory tests, and 3 children with the poorest scores from each class were selected; 37 hours of observations were conducted in total for the children in Japanese and mathematics classes. Some children rarely raised their hands for teachers’ questions, and found it difficult to listen carefully to teachers’ explanation or to their classmates. There were exceptional situations in which those children raised their hands, when (a) teachers gave ample time for children’s consideration before a question; (b) teachers repeated questions; and (c) teachers gave several alternatives as answers to a question. These findings suggest that in classes where individual differences in the development of working memory are inevitable a teacher could use questioning techniques to facilitate the learning of children with poor working memory.

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