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To this end, the authors studied working memory profiles in the two groups of children with different developmental pathologies in an effort to better understand the way working memory function affects development (Alloway & Archibald 2008). Previous to this study, it had already been well established that memory differences can play an important part in explaining individual differences in learning, with poor memory skills most often associated with failing to in reading, mathematics, and language comprehension (Alloway & Archibald 2008). Other areas of concern to the authors with a noted relationship to memory were vocabulary acquisition and visuospatial skills, highlighting memory's importance in all learning (Alloway & Archibald 2008).

In order to determine both the learning and the memory differences that existed in the two groups of children with two different identified developmental disorders/impairments, a series of different standardized test was administered privately to each individual participant in the study, with no more than two tests (and usually just one) administered at a time (Alloway & Archibald 2008). The first round of tests measured working memory, and subsequent tests assessed attainment abilities of the individual children in various learning areas. The tests that the researchers used had all been previously vetted by the scientific community, and were accepted as valid and reliable measures of the component that the researchers were specifically testing for in each instance, and all recommendations concerning the individual tests used (such as subtest order and the test-taking environment) were followed (Alloway & Archibald 2008).

This study found that there were definite memory differences between the two groups with their disparate developmental difficulties that could very likely account for the observed differences in learning difficulties and attainment levels, though more research is necessary to firmly establish a causal relationship (Alloway & Archibald 2008). Specifically, children with a developmental coordination disorder showed impairment across both verbal and visuospatial learning, as well as in working memory tests related to these areas and in short-term memory. The children with specific language, impairments, showed no significant difference in visuospatial skills and memory or short-term memory from standard means of children their ages, but showed similar verbal impairments to the DCD group (Alloway & Archibald 2008). Further research could strengthen these findings.