Which instructional strategy is most effective for supporting working memory deficits?

• A. Long lectures
• B. Rote memorization
• C. Silent independent reading
• D. Chunking information

Answer: (C)

Chunking information helps because working memory can hold only a limited amount of data at once. For learners with working memory deficits, reducing that load is key. By grouping related items into meaningful units—such as steps, categories, or chunks of numbers—and presenting information in organized, bite-size pieces, students can encode, store, and retrieve what they’ve learned more easily. This also makes it easier to follow multi-step instructions and connect ideas without being overwhelmed by a long string of details. For example, turning a list of steps into a short sequence of chunks or using a simple visual organizer or checklist keeps the cognitive load manageable and supports processing and application. Long lectures and rote memorization tend to overload working memory, and silent independent reading doesn’t specifically address reducing hold-and-manipulate demands in real-time, whereas chunking directly lightens that load.