Abstract Over 2.4 million children in the public school system are diagnosed with a learning disability, including dyslexia and developmental dyscalculia. Previous research has shown that some teachers are unaware of the importance of working memory in a student’s academic and social realm and what working memory deficits may look like in the classroom. The relationship between learning disabilities, working memory, and behaviour problems were examined with tailored recommendations for improvement to provide insight for classroom educators. Three children from the United Kingdom, all of whom were 8 years old and presented with symptoms of learning disorders and low working memory profiles, were selected for case studies. Measures of working memory, behaviour, and academic attainment were included. Results from their standardised assessments indicated that each child had below average working memory, as well as low scores in arithmetic, writing and spelling skills. Each child also exhibited some type of behavioural problem, such as inattention or hyperactivity. Implications of the impact of their working memory profile on their academic outcomes and behaviour are discussed. Recommendations, such as Response to Intervention (RTI), are included for classroom educators to bridge the gap between research and practice.

中文翻译：

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课堂环境中儿童学习障碍、工作记忆和问题行为之间的关系：三个案例研究

摘要 公立学校系统中超过 240 万儿童被诊断出有学习障碍，包括阅读障碍和发育性计算障碍。先前的研究表明，一些教师没有意识到工作记忆在学生学术和社交领域的重要性，以及工作记忆缺陷在课堂上的表现。通过量身定制的改进建议，研究了学习障碍、工作记忆和行为问题之间的关系，以便为课堂教育工作者提供洞察力。来自英国的三名儿童被选为案例研究，他们都是 8 岁，并出现学习障碍和低工作记忆的症状。包括工作记忆、行为和学业成绩的测量。他们的标准化评估结果表明，每个孩子的工作记忆都低于平均水平，并且在算术、写作和拼写技能方面得分较低。每个孩子还表现出某种类型的行为问题，例如注意力不集中或多动症。讨论了他们的工作记忆概况对其学业成绩和行为的影响。包括对干预的反应 (RTI) 等建议，供课堂教育工作者弥合研究与实践之间的差距。