Working Memory and Numeracy Training for Children With Math Learning Difficulties: Evidence From a Large-Scale Implementation in the Classroom

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. Educational Impact and Implications Statement Studies examining working memory (WM) and numeracy training programs for children at risk of math learning difficulties have increased exponentially during the last decade. The current findings suggest that numeracy training programs may benefit these children to a larger extent. Findings also call attention to the translation of lab-based training programs into tools to support teaching efforts and how to overcome the inherent limitations of real classroom settings.