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.
Table of Contents:
Foreword Elaine Fletcher-Janzen xiii
Preface xvii
Acknowledgments xxi
CHAPTER 1 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
CHAPTER 2 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
CHAPTER 3 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
CHAPTER 4 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
CHAPTER 5 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
CHAPTER 6 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
CHAPTER 7 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
CHAPTER 8 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
CHAPTER 9 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
CHAPTER 10 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
Appendix A Working Memory Subtests in Cognitive Scales 329
Appendix B Working Memory Assessment Plan 333
Appendix C Working Memory Analysis Worksheet 335
Appendix D Working Memory Interpretative Summary 337
Appendix E Working Memory Subtests in Memory Scales 339
Appendix F Conversion Table: Scaled Scores to Standard Scores 343
Appendix G Related Processing Subtests in Cognitive Scales 345
References 347
Index 371
