| Summary: | Past research has shown that working memory is a good predictor of learning performance. The working memory processes determine an individuals’ learning ability and capability. The current study was conducted to examine the: (a) differences in the working memory performance of dyslexic students in postsecondary institutions, (b) differences in dyslexic students’ study strategies and learning styles, (c) differences in the working memory profiles of non-dyslexic university students based on their disciplines (science versus humanities), (d) differences between non-dyslexic science and humanities students in their study strategies and learning styles, (e) relationship between working memory and study skills and (f) hypothesised memory models that best fit the actual data gathered using structured equation modelling technique. Two separate studies were performed to address these aims. For Study 1, a group of 26 dyslexic individuals along with a group of 32 typical non-dyslexic students were assessed for their working memory and study skills performances. A significant difference in working memory was found between the two groups. The dyslexic group showed weaker performance in the verbal working memory tasks which concurs with previous findings. The result also provides support that weakness in the verbal working memory of dyslexic individuals still exist and persist into adulthood. Significant differences in the students’ study skills were also identified. Dyslexic students reported to be more anxious and concerned about their academic tasks, lack in concentration and attention, less effective in selecting important materials during reading, using less test taking and time management strategies. Significant relationships were found between working memory component and selected study skills. Study 2 was conducted to investigate working memory differences and study skills of non-dyslexic students based on their disciplines. A sample of 168 university learners consisted of 82 sciences and 86 humanities students were recruited. Analysis of data revealed that students from the sciences disciplines show significantly weaker performance in the verbal short-term memory and verbal working memory tasks. Results from both studies showed similarity in the working memory profiles of dyslexic and science students. Findings in both of the studies with regards to the working memory models and learning and study skills are discussed with practical implications and recommendations for future research.
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