Working Memory and Academic Learning: Assessment and Intervention [NOOK Book]


An indispensable guide that examines the function of working memory in educational achievement

Equipping school and child psychologists, neuropsychologists, as well as other educational professionals with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning: Assessment and Intervention offers guidance on assessment tools, interventions, and current evidence-based best practices.


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Working Memory and Academic Learning: Assessment and Intervention

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An indispensable guide that examines the function of working memory in educational achievement

Equipping school and child psychologists, neuropsychologists, as well as other educational professionals with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning: Assessment and Intervention offers guidance on assessment tools, interventions, and current evidence-based best practices.

This practical resource bridges theory and practice to provide professional guidance with coverage of:

  • The history of the major theories and models of working memory, including Baddeley's model

  • An integrated model of working memory designed to facilitate working memory assessment

  • Working memory development during the early elementary years

  • The relationships between specific memory components and the academic skills of reading, mathematics, and written language

  • Numerous measures of cognition and memory, including the WISC®-IV Integrated, Children's Memory Scale, and the Working Memory Test Battery for Children

  • Assessment cases that illustrate typical profiles found in children and adolescents with working memory deficits

Drawing on his extensive training and experience, author Milton Dehn presents both the theory and research on working memory—while offering specific, step-by-step guidance and hands-on case studies enabling professionals to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.

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Editorial Reviews

From the Publisher
"…it is a gold mine of useful and interesting information for anyone who works with children experiencing academic difficulties, including specific learning disabilities involving oral language, reading and mathematics. Working Memory presents a good summary of current models of working memory and its relationship to other cognitive systems, including long-term memory." (PsycCRITIQUES, February 18th, 2009)
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Product Details

  • ISBN-13: 9781118045169
  • Publisher: Wiley
  • Publication date: 1/4/2011
  • Sold by: Barnes & Noble
  • Format: eBook
  • Edition number: 1
  • Pages: 408
  • File size: 4 MB

Meet the Author

Milton J. Dehn, EdD, NCSP, is the cofounder andProgram Director of Schoolhouse Tutoring®, an agency that provides assessment, tutoring, and instructional support forstudents of all ages and abilities. He is also author of Essentials of Processing Assessment (Wiley).

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Table of Contents

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

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