Understanding the structure of working memory is imperative to developing interventions for child with poor working memory. A study conducted by Dr. Shelley Gary of the Arizona State University, tested four competing models of working memory in second grade students with typical development.
Dr. Gary and her team found that combined domain-specific and general attention models best fit the data. It was also found that the focus attention factor was a significant predictor of fluid reasoning and visual processing intelligence scores. In young children with typical development, working memory can be divided into central executive, focus of attention and phonological storage and rehearsal components. It is important to identify the individual strengths and weaknesses in each of these categories to understand how best to cater to each students needs and learning requirements.