Working Memory and Academic Learning : Assessment and Intervention

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ISBN: 9780470144190 | 047014419X
Cover: Paperback
Copyright: 4/11/2008

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Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.

Foreword	p. xiii
Preface	p. xvii
Acknowledgments	p. xxi
Introduction and Overview	p. 1
What is Working Memory?	p. 2
Working Memory versus Short-Term Memory	p. 3
Controversies Surrounding Working Memory	p. 4
Working Memory Measurement	p. 5
Compatibility with Response-to-Intervention	p. 6
Interventions for Working Memory	p. 7
Learning Objectives	p. 8
Theories and Models of Working Memory	p. 10
Information Processing Model	p. 11
The Atkinson-Shiffrin Model	p. 12
Levels-of-Processing Model	p. 14
Baddeley's Model	p. 14
Contributions from Daneman and Carpenter	p. 26
Kane and Engle's Executive Attention Model	p. 27
Cowan's Embedded-Process Model	p. 29
Oberauer's Facet Theory	p. 32
Long-Term Working Memory	p. 33
Neuropsychological Evidence	p. 35
The Controversy Over Working Memory Capacity	p. 40
An Integrated Model of Working Memory	p. 49
The Structure of the Integrated Model	p. 50
Definition of Working Memory	p. 57
Descriptions of Memory Components	p. 58
Capacity of Working Memory Operations	p. 60
Caveat	p. 61
Key Points	p. 62
Working Memory Development and Related Cognitive Processes	p. 63
Development of Working Memory Capacity	p. 64
Long-Term Memory	p. 71
Expertise and Automatization	p. 76
Deficit Models	p. 76
Relations with Other Cognitive Processes	p. 77
Disorders and Conditions with Working Memory Deficits	p. 86
Conclusions and Implications	p. 90
Working Memory and Academic Learning	p. 92
Working Memory and Learning Disabilities	p. 95
Working Memory and Oral Language	p. 97
Oral Language Disabilities	p. 99
Working Memory and Reading	p. 100
Working Memory and Mathematics	p. 112
Working Memory and Written Language	p. 120
Implications for Assessment, Instruction, and Intervention	p. 121
Working Memory Assessment Strategies	p. 126
Working Memory Assessment Challenges	p. 128
Distinguishing Between Short-Term and Working Memory Measures	p. 131
Short-Term and Working Memory Testing Paradigms	p. 132
Hypothesis-Driven Assessment of Working Memory	p. 140
Multimethod Assessment of Working Memory	p. 145
Reviewing Records for History	p. 145
Interviews	p. 146
Observations	p. 149
Cross-Battery and Selective Testing	p. 151
Assessment Recommendations for Specific Disabilities	p. 155
General Guidelines for Interpreting Test Scores	p. 156
Analysis of Working Memory Test Scores	p. 161
Interpretation of Working Memory Assessment Results	p. 168
The Use of Nonstandardized Working Memory Measures	p. 173
Key Points	p. 174
Using Cognitive Scales to Assess Working Memory	p. 176
Cattell-Horn-Carroll (CHC) Theory and Working Memory	p. 176
General Guidelines for Selecting Working Memory Subtests	p. 178
General Guidelines for Administering Working Memory Subtests	p. 179
Stanford-Binet Intelligence Scales-Fifth Edition (SB5)	p. 180
Differential Ability Scales-Second Edition (DAS-II)	p. 183
Kaufman Assessment Battery for Children-Second Edition (KABC-II)	p. 187
Cognitive Assessment System (CAS)	p. 191
Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG)	p. 195
Universal Nonverbal Intelligence Test (UNIT)	p. 199
The Wechsler Scales	p. 201
WISC-IV Integrated	p. 203
The NEPSY-II: A Developmental Neuropsychological Assessment	p. 212
Key Points	p. 215
Assessing Working Memory with Memory Scales	p. 217
Wechsler Memory Scales-Third Edition (WMS-III)	p. 218
Children's Memory Scale (CMS)	p. 226
Test of Memory and Learning-Second Edition (TOMAL-2)	p. 230
Wide Range Assessment of Memory and Learning-Second Edition (WRAML-2)	p. 234
Working Memory Test Battery for Children (WMTB-C)	p. 238
Automated Working Memory Assessment (AWMA)	p. 243
Swanson Cognitive Processing Test (S-CPT)	p. 246
Key Points	p. 253
Working Memory Interventions	p. 258
General Approaches to Working Memory Interventions	p. 260
General Strategy Training Procedures	p. 262
Metacognitive Training	p. 267
Metamemory Training	p. 268
Working Memory Interventions	p. 269
Mnemonics	p. 280
Long-Term Memory Interventions	p. 286
Phonological Processing Interventions	p. 290
Reading Comprehension Strategies	p. 292
Academic Skills and Automaticity	p. 295
Working Memory Training in Children with ADHD	p. 295
Medication	p. 295
Computerized Working Memory Training	p. 296
Classroom Instruction that Supports Working Memory	p. 297
Key Points	p. 305
Case Studies, Reporting Results, and Recommendations	p. 307
Applied Research Study	p. 307
Case Studies	p. 311
Written Interpretation of Working Memory Test Results	p. 317
Illustrative Report	p. 318
Oral Interpretation of Working Memory Test Results	p. 323
Recommendations for Future Working Memory Tests	p. 326
Working Memory Subtests in Cognitive Scales	p. 329
Working Memory Assessment Plan	p. 333
Working Memory Analysis Worksheet	p. 335
Working Memory Interpretative Summary	p. 337
Working Memory Subtests in Memory Scales	p. 339
Conversion Table: Scaled Scores to Standard Scores	p. 343
Related Processing Subtests in Cognitive Scales	p. 345
References	p. 347
Index	p. 371
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Working Memory and Academic Learning : Assessment and Intervention

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