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The working memory skills of children with four categories of special educational needs (SEN) were investigated: general learning difficulties, language problems, literacy problems, and attentional and behavioural problems. Children with general learning difficulties performed poorly on measures of all three components of the working memory model: the phonological loop, central executive, and the visuo‐spatial sketchpad. Children with problems specific to language had impairments of the phonological loop and the central executive only. The working memory abilities of the groups with literacy and behavioural problems fell within the normal range. These findings are explained in terms of specific roles played by components of working memory in supporting learning activities.
Pickering et al. (Tue,) studied this question.