Purpose: The purpose of this study was to determine those components of working memory (WM) that play a significant role in predicting math growth in children who are English language learners (N = 157) with serious math difficulties (MD).
Method: A battery of tests was administered in English and Spanish that assessed computation, reading, vocabulary, inhibition, and components of WM in Grade 1 children with follow-up testing in Grades 2 and 3.
Results: The results indicated that growth in the executive component of WM was related to growth in math performance. Proficient bilingual children (proficient in both Spanish and English vocabulary) with MD outperformed less proficient bilingual children with MD on measures of math calculation, fluid intelligence, reading, and Spanish WM at Grade 3.
Conclusion: Growth in the executive component of WM is significantly related to growth in math computation, and increased bilingual proficiency across testing waves yielded positive gains in both math and cognitive performance in children with MD.