{"product_id":"working-memory-and-academic-learning-isbn-9780470144190","title":"Working Memory and Academic Learning","description":"Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, \u003ci\u003eWorking Memory and Academic Learning\u003c\/i\u003e 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.  \u003cp\u003eForeword Elaine Fletcher-Janzen xiii\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 Introduction and Overview 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Working Memory? 2\u003c\/p\u003e \u003cp\u003eWorking Memory versus Short-Term Memory 3\u003c\/p\u003e \u003cp\u003eControversies Surrounding Working Memory 4\u003c\/p\u003e \u003cp\u003eWorking Memory Measurement 5\u003c\/p\u003e \u003cp\u003eCompatibility with Response-to-Intervention 6\u003c\/p\u003e \u003cp\u003eInterventions for Working Memory 7\u003c\/p\u003e \u003cp\u003eLearning Objectives 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Theories and Models of Working Memory 10\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInformation Processing Model 11\u003c\/p\u003e \u003cp\u003eThe Atkinson-Shiffrin Model 12\u003c\/p\u003e \u003cp\u003eLevels-of-Processing Model 14\u003c\/p\u003e \u003cp\u003eBaddeley’s Model 14\u003c\/p\u003e \u003cp\u003eContributions from Daneman and Carpenter 26\u003c\/p\u003e \u003cp\u003eKane and Engle’s Executive Attention Model 27\u003c\/p\u003e \u003cp\u003eCowan’s Embedded-Process Model 29\u003c\/p\u003e \u003cp\u003eOberauer’s Facet Theory 32\u003c\/p\u003e \u003cp\u003eLong-Term Working Memory 33\u003c\/p\u003e \u003cp\u003eNeuropsychological Evidence 35\u003c\/p\u003e \u003cp\u003eThe Controversy Over Working Memory Capacity 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 An Integrated Model of Working Memory 49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Structure of the Integrated Model 50\u003c\/p\u003e \u003cp\u003eDefinition of Working Memory 57\u003c\/p\u003e \u003cp\u003eDescriptions of Memory Components 58\u003c\/p\u003e \u003cp\u003eCapacity of Working Memory Operations 60\u003c\/p\u003e \u003cp\u003eCaveat 61\u003c\/p\u003e \u003cp\u003eKey Points 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Working Memory Development and Related Cognitive Processes 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDevelopment of Working Memory Capacity 64\u003c\/p\u003e \u003cp\u003eLong-Term Memory 71\u003c\/p\u003e \u003cp\u003eExpertise and Automatization 76\u003c\/p\u003e \u003cp\u003eDeficit Models 76\u003c\/p\u003e \u003cp\u003eRelations with Other Cognitive Processes 77\u003c\/p\u003e \u003cp\u003eDisorders and Conditions with Working Memory Deficits 86\u003c\/p\u003e \u003cp\u003eConclusions and Implications 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Working Memory and Academic Learning 92\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorking Memory and Learning Disabilities 95\u003c\/p\u003e \u003cp\u003eWorking Memory and Oral Language 97\u003c\/p\u003e \u003cp\u003eOral Language Disabilities 99\u003c\/p\u003e \u003cp\u003eWorking Memory and Reading 100\u003c\/p\u003e \u003cp\u003eWorking Memory and Mathematics 112\u003c\/p\u003e \u003cp\u003eWorking Memory and Written Language 120\u003c\/p\u003e \u003cp\u003eImplications for Assessment, Instruction, and Intervention 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 Working Memory Assessment Strategies 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorking Memory Assessment Challenges 128\u003c\/p\u003e \u003cp\u003eDistinguishing Between Short-Term and\u003c\/p\u003e \u003cp\u003eWorking Memory Measures 131\u003c\/p\u003e \u003cp\u003eShort-Term and Working Memory Testing Paradigms 132\u003c\/p\u003e \u003cp\u003eHypothesis-Driven Assessment of Working Memory 140\u003c\/p\u003e \u003cp\u003eMultimethod Assessment of Working Memory 145\u003c\/p\u003e \u003cp\u003eReviewing Records for History 145\u003c\/p\u003e \u003cp\u003eInterviews 146\u003c\/p\u003e \u003cp\u003eObservations 149\u003c\/p\u003e \u003cp\u003eCross-Battery and Selective Testing 151\u003c\/p\u003e \u003cp\u003eAssessment Recommendations for Specific Disabilities 155\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Interpreting Test Scores 156\u003c\/p\u003e \u003cp\u003eAnalysis of Working Memory Test Scores 161\u003c\/p\u003e \u003cp\u003eInterpretation of Working Memory Assessment Results 168\u003c\/p\u003e \u003cp\u003eThe Use of Nonstandardized Working Memory Measures 173\u003c\/p\u003e \u003cp\u003eKey Points 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 Using Cognitive Scales to Assess Working Memory 176\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCattell-Horn-Carroll (CHC) Theory and Working Memory 176\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Selecting Working Memory Subtests 178\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Administering Working Memory Subtests 179\u003c\/p\u003e \u003cp\u003eStanford-Binet Intelligence Scales-Fifth Edition (SB5) 180\u003c\/p\u003e \u003cp\u003eDifferential Ability Scales-Second Edition (DAS-II) 183\u003c\/p\u003e \u003cp\u003eKaufman Assessment Battery for Children-Second Edition (KABC-II) 187\u003c\/p\u003e \u003cp\u003eCognitive Assessment System (CAS) 191\u003c\/p\u003e \u003cp\u003eWoodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) 195\u003c\/p\u003e \u003cp\u003eUniversal Nonverbal Intelligence Test (UNIT) 199\u003c\/p\u003e \u003cp\u003eThe Wechsler Scales 201\u003c\/p\u003e \u003cp\u003eWISC-IV Integrated 203\u003c\/p\u003e \u003cp\u003eThe NEPSY-II: A Developmental Neuropsychological Assessment 212\u003c\/p\u003e \u003cp\u003eKey Points 215\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 Assessing Working Memory with Memory Scales 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWechsler Memory Scales-Third Edition (WMS-III) 218\u003c\/p\u003e \u003cp\u003eChildren’s Memory Scale (CMS) 226\u003c\/p\u003e \u003cp\u003eTest of Memory and Learning-Second Edition (TOMAL-2) 230\u003c\/p\u003e \u003cp\u003eWide Range Assessment of Memory and Learning-Second Edition (WRAML-2) 234\u003c\/p\u003e \u003cp\u003eWorking Memory Test Battery for Children (WMTB-C) 238\u003c\/p\u003e \u003cp\u003eAutomated Working Memory Assessment (AWMA) 243\u003c\/p\u003e \u003cp\u003eSwanson Cognitive Processing Test (S-CPT) 246\u003c\/p\u003e \u003cp\u003eKey Points 253\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 Working Memory Interventions 258\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Approaches to Working Memory Interventions 260\u003c\/p\u003e \u003cp\u003eGeneral Strategy Training Procedures 262\u003c\/p\u003e \u003cp\u003eMetacognitive Training 267\u003c\/p\u003e \u003cp\u003eMetamemory Training 268\u003c\/p\u003e \u003cp\u003eWorking Memory Interventions 269\u003c\/p\u003e \u003cp\u003eMnemonics 280\u003c\/p\u003e \u003cp\u003eLong-Term Memory Interventions 286\u003c\/p\u003e \u003cp\u003ePhonological Processing Interventions 290\u003c\/p\u003e \u003cp\u003eReading Comprehension Strategies 292\u003c\/p\u003e \u003cp\u003eAcademic Skills and Automaticity 295\u003c\/p\u003e \u003cp\u003eWorking Memory Training in Children with ADHD 295\u003c\/p\u003e \u003cp\u003eMedication 295\u003c\/p\u003e \u003cp\u003eComputerized Working Memory Training 296\u003c\/p\u003e \u003cp\u003eClassroom Instruction that Supports Working Memory 297\u003c\/p\u003e \u003cp\u003eKey Points 305\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 Case Studies, Reporting Results, and Recommendations 307\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eApplied Research Study 307\u003c\/p\u003e \u003cp\u003eCase Studies 311\u003c\/p\u003e \u003cp\u003eWritten Interpretation of Working Memory Test Results 317\u003c\/p\u003e \u003cp\u003eIllustrative Report 318\u003c\/p\u003e \u003cp\u003eOral Interpretation of Working Memory Test Results 323\u003c\/p\u003e \u003cp\u003eRecommendations for Future Working Memory Tests 326\u003c\/p\u003e \u003cp\u003eAppendix A Working Memory Subtests in Cognitive Scales 329\u003c\/p\u003e \u003cp\u003eAppendix B Working Memory Assessment Plan 333\u003c\/p\u003e \u003cp\u003eAppendix C Working Memory Analysis Worksheet 335\u003c\/p\u003e \u003cp\u003eAppendix D Working Memory Interpretative Summary 337\u003c\/p\u003e \u003cp\u003eAppendix E Working Memory Subtests in Memory Scales 339\u003c\/p\u003e \u003cp\u003eAppendix F Conversion Table: Scaled Scores to Standard Scores 343\u003c\/p\u003e \u003cp\u003eAppendix G Related Processing Subtests in Cognitive Scales 345\u003c\/p\u003e \u003cp\u003eReferences 347\u003c\/p\u003e \u003cp\u003eIndex 371\u003c\/p\u003e \"…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.\" (\u003ci\u003ePsycCRITIQUES\u003c\/i\u003e, February 18th, 2009)  \u003cp\u003e\u003cb\u003eMilton J. Dehn, EdD, NCSP\u003c\/b\u003e, 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).\u003c\/p\u003e  \u003cp\u003eAn indispensable guide that examines the function of working memory in educational achievement\u003c\/p\u003e \u003cp\u003eEquipping 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.\u003c\/p\u003e \u003cp\u003eThis practical resource bridges theory and practice to provide professional guidance with coverage of:\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe history of the major theories and models of working memory, including Baddeley's model\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eAn integrated model of working memory designed to facilitate working memory assessment\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eWorking memory development during the early elementary years\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eThe relationships between specific memory components and the academic skills of reading, mathematics, and written language\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eNumerous measures of cognition and memory, including the WISC®-IV Integrated, Children's Memory Scale, and the Working Memory Test Battery for Children\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eAssessment cases that illustrate typical profiles found in children and adolescents with working memory deficits\u003c\/p\u003e \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eDrawing 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.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47990506324197,"sku":"NP9780470144190","price":70.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470144190.jpg?v=1761788102","url":"https:\/\/k12savings.com\/products\/working-memory-and-academic-learning-isbn-9780470144190","provider":"K12savings","version":"1.0","type":"link"}