This study seeks to determine the effects of compensatory strategies in relationship to working memory and reading comprehension. A pilot study by Hodgeson and Holland (2013) found that elementary aged children improved in auditory memory skills by using computer-aided treatment. They concluded that future studies should include pre and post testing to examine retention of the memory strategies taught to the children. According to the National Center for Education Evaluation and Regional Assistance (2010), good readers us many forms of thinking and analyzing text as they read. It is therefore important to teach beginning readers strategies for constructing meaning from text. A strategies the intentional application of a cognitive routine by a reader before, during, or after reading a text. Comprehension strategies assist readers enhance their understanding, overcome difficulties in comprehending text, and compensate for weak or imperfect knowledge related to the text. Strategies may be taught one by one or in combination. In this study, compensatory strategies will be taught using a combination of computer-assisted and clinician-directed treatments.