ADHD Article: Working Memory Weaknesses in Students with ADHD In the article Working Memory Weaknesses in Students with ADHD by Rhonda Martinussen and Ashley Major working memory is described as a limited capacity system allowing temporary storage of information necessary for cognitive tasks such as, comprehension, reasoning, and learning. Working memory is also needed during the writing process. The article also identified Executive Function (EF) in connection with ADHD. According to Major and Martinussen, EF is referred to as a range of "complex cognitive processes that serve ongoing goal directed behavior." Evidence suggests that students with ADHD along with EF deficits display lower levels of academic functioning than their peers without ADHD. This article focuses on working memory, describing its association with academic achievement. Further discussing how teachers could address working memory weaknesses in the classroom. Working memory is described as a limited capacity system allowing temporary storage of information necessary for cognitive tasks such as comprehension, reasoning and learning. The working memory is connected academically with problem-solving (math), reading, language comprehension and written expression. According to the Baddeley's (2000) theoretical model working memory has two limited capacity short-term memory components, the phonological loop and visual spatial sketchpad. The phonological loop stores verbal information and the visual-spatial sketchpad stores visually spatial information short term. Overall, Major and Martinussen suggest that some evidence shows students with ADHD along with working memory deficits are subject to greater risk of academic underachievement. Thus furthering, that while working memory is associated with academic achievement teachers should be aware that complex tasks would be more challenging for students with ADHD and weaknesses with working memory. These same students have difficulty with planning and organizational skill. The article implies that teachers should promote goal oriented behavior along with teaching specific strategies to help support weaker working memory and students with ADHD. If teachers can provide instruction without overload in addition to supplemental supports it could help these students achieve academic success. I agree with the information provided in the article that if instruction without overload is provided then students with ADHD can complete assignments and tasks more successfully. Teachers should have an awareness of the disabilities within their classroom and strive to meet the needs of all students. The strongest points of the article was the connection with working memory and ADHD and how it could affect the student academically both positively and negatively.
References Major, A., & Martinussen, R. (2011, January 1). Working Memory Weaknesses in Students with ADHD: Implications for Instruction. Theory Into Practice, 68-72.
I'm sorry guys. I am having difficulty working in the one drive and my document did not post as it was saved. You will see it is not in the correct paragraph formatting.
I think this goes along with the discussions we posted to Moodle, and I definitely agree with the classroom strategies you listed about adjusting teaching styles to reach students with ADHD and working memory issues.
Wow your article totally reminded me of my sister. She was diagnosed with ADD after high school and it explained a lot. She had and still has difficulty being organized and being goal oriented. She was just written off as a lazy student and this affected her outcome in life. I am not trying to excuse her for anything she has done but this just reminds us that we need to keep trying with our students that we can write them off too soon. Interesting article, I may have my sister read it.
ADHD Article:
ReplyDeleteWorking Memory Weaknesses in Students with ADHD
In the article Working Memory Weaknesses in Students with ADHD by Rhonda Martinussen and Ashley Major working memory is described as a limited capacity system allowing temporary storage of information necessary for cognitive tasks such as, comprehension, reasoning, and learning. Working memory is also needed during the writing process. The article also identified Executive Function (EF) in connection with ADHD.
According to Major and Martinussen, EF is referred to as a range of "complex cognitive processes that serve ongoing goal directed behavior." Evidence suggests that students with ADHD along with EF deficits display lower levels of academic functioning than their peers without ADHD. This article focuses on working memory, describing its association with academic achievement. Further discussing how teachers could address working memory weaknesses in the classroom.
Working memory is described as a limited capacity system allowing temporary storage of information necessary for cognitive tasks such as comprehension, reasoning and learning. The working memory is connected academically with problem-solving (math), reading, language comprehension and written expression. According to the Baddeley's (2000) theoretical model working memory has two limited capacity short-term memory components, the phonological loop and visual spatial sketchpad. The phonological loop stores verbal information and the visual-spatial sketchpad stores visually spatial information short term.
Overall, Major and Martinussen suggest that some evidence shows students with ADHD along with working memory deficits are subject to greater risk of academic underachievement. Thus furthering, that while working memory is associated with academic achievement teachers should be aware that complex tasks would be more challenging for students with ADHD and weaknesses with working memory. These same students have difficulty with planning and organizational skill. The article implies that teachers should promote goal oriented behavior along with teaching specific strategies to help support weaker working memory and students with ADHD. If teachers can provide instruction without overload in addition to supplemental supports it could help these students achieve academic success.
I agree with the information provided in the article that if instruction without overload is provided then students with ADHD can complete assignments and tasks more successfully. Teachers should have an awareness of the disabilities within their classroom and strive to meet the needs of all students. The strongest points of the article was the connection with working memory and ADHD and how it could affect the student academically both positively and negatively.
References
Major, A., & Martinussen, R. (2011, January 1). Working Memory Weaknesses in Students with ADHD: Implications for Instruction. Theory Into Practice, 68-72.
I'm sorry guys. I am having difficulty working in the one drive and my document did not post as it was saved. You will see it is not in the correct paragraph formatting.
ReplyDeleteI think this goes along with the discussions we posted to Moodle, and I definitely agree with the classroom strategies you listed about adjusting teaching styles to reach students with ADHD and working memory issues.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteWow your article totally reminded me of my sister. She was diagnosed with ADD after high school and it explained a lot. She had and still has difficulty being organized and being goal oriented. She was just written off as a lazy student and this affected her outcome in life. I am not trying to excuse her for anything she has done but this just reminds us that we need to keep trying with our students that we can write them off too soon. Interesting article, I may have my sister read it.
ReplyDelete