Working Memory Is Like Balancing Plates on a Tray: How to Reduce Cognitive Load for Struggling Readers
Picture this. You’re a server in a busy restaurant, walking through a packed room with a tray full of plates. Every step takes focus. One small bump, one moment of distraction, and CRASH. Plates everywhere. This is what working memory feels like for many of our students every single day.
Students with dyslexia, ADHD, or other learning differences are often walking around with trays that are already overloaded. They’re trying to balance sounds, spelling rules, directions, comprehension, and writing tasks all at the same time. It doesn’t take much for things to spill.
Let’s talk about what working memory really is and how we, as teachers, can help lighten the load.
What Is Working Memory?
Working memory is the brain’s short-term workspace. It’s what students use to hold information while they’re actively using it.
Students rely on working memory when they:
- Sound out words
- Follow multi-step directions
- Take notes while listening
- Solve math problems
- Write sentences and paragraphs
Here’s the tricky part: working memory is limited. Most people can only hold about 3–5 pieces of information at one time. When too much is added, something gets dropped.
The Tray of Plates Analogy
Think of working memory like a tray in a restaurant.
- The tray can only hold so many plates
- Distractions make it wobble
- Fatigue, stress, or noise can tip it
- One extra plate can cause everything to fall
When we ask students to decode, remember rules, spell correctly, and comprehend—all at once—we may be adding more plates than their tray can handle.
Why This Matters in Structured Literacy
Students with dyslexia or executive functioning challenges often start with less working memory space. That means tasks that feel manageable to us can feel overwhelming to them.
This is where cognitive load theory comes in. It reminds us that good instruction doesn’t pile on more—it removes unnecessary strain.
The goal isn’t to lower expectations. The goal is to teach smarter.
6 Practical Ways to Reduce Cognitive Load in Your Lessons
1. Break Tasks Into Smaller Steps
Instead of giving three directions at once, give one at a time. Visual checklists help students keep track without using extra mental energy.
2. Use Near Point References
Keep anchor charts, phonogram cards, syllable type charts, and word lists within arm’s reach. These act as external memory, so students don’t have to hold everything in their heads.
3. Limit Teacher Talk
Short, clear explanations work better than long lectures. Model first. Use think-alouds. Say less—but say it clearly.
4. Build Automaticity Through Practice
When skills become automatic, they take up fewer “plates.” Repeated practice with decoding, spelling rules, and morphology frees up space for comprehension.
This is where tools like Morphology Reading Comprehension for Latin Roots and Vocabulary Practice really shine.
These short, high-interest nonfiction mini-readers help students understand how words are built, so meaning sticks without overload.
5. Use Multisensory Strategies
Engage visual, auditory, and hands-on learning whenever possible. When more pathways are involved, information is easier to store and retrieve.
6. Teach Students to Talk Themselves Through Tasks
Self-talk like “First I tap the sounds… now I blend… now I check meaning” helps students organize their thinking and manage their working memory more effectively.
Want More Support?
If this topic resonates with you, don’t miss this free webinar on supporting working memory and executive functioning in literacy instruction. This training shows how to support students without burning yourself out.
If you want continued guidance, lesson ideas, and practical tools, consider joining BRFL Academy. You can try it for just $1 for your first 30 days. You can also preview what’s included here!
Helping Students Carry the Tray (Without the Crash)
When we teach with working memory in mind, we see:
- Fewer shutdowns
- Less frustration
- More confidence
- Greater independence
Small changes in how we structure lessons can make a huge difference. Our students aren’t lazy. They’re overloaded. When we reduce the number of plates they’re carrying, we give them a real chance to succeed—and that’s powerful teaching.
