The Working Memory Classroom Screener: identifying children with working memory difficulties

BackgroundWorking memory is a cognitive system for the temporary storage and manipulation of information necessary for the task-at-hand. Working memory underpins learning and is strongly associated with academic attainment. However, few resources are available to teachers to help identify children at risk of working-memory related learning challenges. AimsTo assess the psychometric validity of the Working Memory Classroom Screener (WMCS), a recently developed, behaviour-based tool for teachers that is quick and straightforward to use.Sample243 children aged 6-10 years across four school year groups within two primary schools in the UK, in areas that identify predominantly as White British (91%) and that fall within the 20%-40% most deprived according to the Index of Multiple Deprivation.MethodThe association between WMCS scores and performance on standard, objective measures of working memory was investigated using correlation and ROC analysis. The relationship between (i) working memory performance, and (ii) WMCS scores, was explored for Year Group, academic attainment, SEND status, and Sex.ResultsWMCS scores were strongly associated with performance on objective measures of working memory, and the WMCS showed good discriminative accuracy in identifying children with working memory difficulties. The strength of the association between WMCS scores and working memory was comparably high for children both with and without a SEND diagnosis.ConclusionsBy bridging the gap between cognitive research and educational practice, the WMCS offers an important step toward early identification and support and can help support inclusive education practices that promote improved outcomes for all learners.