Working memory is the active “workspace” where learning happens—and its capacity is limited. Cognitive load theory helps explain why some lessons stick while others don’t: When the total demands of a task exceed working memory’s capacity, learning stalls. This is especially true for striving readers—including students with dyslexia—who often face heavier cognitive load due to gaps in decoding, fluency, or vocabulary.
In this session, you’ll learn how to apply principles of cognitive load theory to literacy instruction with a focus on meeting the needs of striving readers. We’ll explore how to reduce unnecessary demands on working memory, structure instruction so essential skills can be developed, and create the cognitive space needed for learning.
Learning Outcomes
By the end of the session, participants will be able to:
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Explain the role of working memory in learning and its relationship to cognitive load theory.
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Identify the three types of cognitive load (intrinsic, extraneous, germane) and how they impact literacy instruction.
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Apply strategies to reduce cognitive load in literacy lessons, bringing special attention to the needs of students with dyslexia.
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Design an instructional activity that intentionally aligns with working memory capacity and cognitive load theory principles, keeping the needs of students with dyslexia in mind.
Working Memory at Its Best: Strategies for Effective Literacy Instruction
