When Writing Feels Hard: How the Phonological Loop Impacts Students’ Stories

A Story That Stuck

One day, I pulled out this  picture prompt: a boy biting into a gingerbread house. That single image sparked one of the most memorable stories I’ve ever worked on with a student.

He created a character called The Great Crier—a giant baby who terrorized a candy village by devouring gingerbread houses. His opening line still makes me smile:

“In a dark and gloomy world there was only destruction and sadness because……The Great Crier. The Great Crier is a giant baby that terrorises the village by eating  gingerbread houses. Regular size humans lived in a village of candy. The villagers often wondered if their house was next”.

Not long after, his teacher used one of his pieces as a classroom example of excellent writing. It was such a proud moment—for him, his family, and for me as his coach.

Why This Matters

Stories like his remind us that when students “don’t add enough details,” the issue may not be motivation or effort. It’s often about working memory limits—and the supports we put in place can mean the difference between frustration and breakthrough.

With the right tools, students can finally show the brilliance that’s been there all along.