Date of Award

2016

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Elizabeth Ankeny

Second Advisor

Laura Seifert-Hertling

Abstract

Students with learning disabilities are faced with a lifetime of struggles to meet the demands of academics and daily activities. How can special education and classroom teachers effectively ensure that interventions provided to students will meet their needs? Research reports that working memory is no longer fixed but can be improved through targeted training. Computerized working memory training programs are promoted as a means to improve working memory. The purpose of this research was to discover the perception of struggling students on the impact of computerized working memory games on their working memory. In this qualitative research, data was collected through two student interviews of each participant, data from computerized games, classroom teacher and researcher observations. The students were entering fifth grade and were ten and eleven years old. From the interview and student observation data and analysis five themes emerged: difficulty staying focused and staying on task, difficulty retaining new skills, difficulty with reading and math, struggling to remain seated for extended time and blurting in class.

Identifier

SC 11.MAE.2016.Anderson.K

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