The present study aimed at measuring the effect of a program based on the cognitive load theory on improving the working memory (Articulatory Loop - Visual – Spatial sketchpad – central Executive) and academic achievement of Attention Deficiency – Hyper Activity Defficit (ADHD) female Primary pupils. To achieve this aim, a sample of 48 Primary pupils in Medina who were diagnosed as ADHA was selected. They were subjected to the ADHA scale and Raven advanced matrices and were divided into two groups (an experimental of 24 and a control of 24). They sat for the working memory scale and the achievement test (developed by the researcher). After the intervention, both tools were administered again, and t-test was used to identify the significance of the difference between the groups. Results showed the following:
There are statistically significant mean differences in the working memory tasks between the mean scores of the control and those of the experimental group favoring those of the experimental group.
There are statistically significant mean differences in the achievement test between the mean scores of the control and those of the experimental group favoring those of the experimental group.