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Learners with smaller working memory capacities are less likely to build chunks in long-term memory after the lesson than their peers.
Learners with smaller working memory capacities are more dependent on chunks than their peers in long-term memory to process the content of lessons than their peers.
I call this a double whammy, because learners with smaller working memory capacities are doubly disadvantaged - and often go on to become low attaining learners. I would say the best thing we can do as teachers is to teach low attaining learners in a smaller working memory friendly manner.
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