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Article summary:
1. Previous studies have shown that working memory span is related to academic performance.
2. This study examined the differences in working memory profiles between children with low and average academic performances in mathematics, English literacy, or both.
3. The findings suggest that children with difficulties in different subject areas may not benefit equally from working memory-based interventions.
Article analysis:
The article is generally reliable and trustworthy, as it provides a comprehensive overview of the research conducted on the topic of working memory and its relationship to academic performance. The article cites several previous studies which support its claims, and provides evidence for its conclusions. However, there are some potential biases present in the article which should be noted. For example, the sample size used in this study was relatively small (150 participants), which could lead to inaccurate results due to sampling bias or other factors. Additionally, the article does not explore any counterarguments or alternative explanations for its findings, nor does it discuss any potential risks associated with using working memory-based interventions for students with low academic performance. Furthermore, while the article does provide evidence for its claims, it does not provide enough detail about how these results were obtained or what methods were used to analyze them. Finally, while the article does mention Singapore's educational success and inequality within its education system, it does not provide any further information about how this relates to the study's findings or implications for future research on this topic.