Working Memory and Academic Learning

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).

• Foreword Elaine Fletcher-Janzen xiiiPreface xviiAcknowledgments xxiCHAPTER 1 Introduction and Overview 1What is Working Memory? 2Working Memory versus Short-Term Memory 3Controversies Surrounding Working Memory 4Working Memory Measurement 5Compatibility with Response-to-Intervention 6Interventions for Working Memory 7Learning Objectives 8CHAPTER 2 Theories and Models of Working Memory 10Information Processing Model 11The Atkinson-Shiffrin Model 12Levels-of-Processing Model 14Baddeley’s Model 14Contributions from Daneman and Carpenter 26Kane and Engle’s Executive Attention Model 27Cowan’s Embedded-Process Model 29Oberauer’s Facet Theory 32Long-Term Working Memory 33Neuropsychological Evidence 35The Controversy Over Working Memory Capacity 40CHAPTER 3 An Integrated Model of Working Memory 49The Structure of the Integrated Model 50Definition of Working Memory 57Descriptions of Memory Components 58Capacity of Working Memory Operations 60Caveat 61Key Points 62CHAPTER 4 Working Memory Development and Related Cognitive Processes 63Development of Working Memory Capacity 64Long-Term Memory 71Expertise and Automatization 76Deficit Models 76Relations with Other Cognitive Processes 77Disorders and Conditions with Working Memory Deficits 86Conclusions and Implications 90CHAPTER 5 Working Memory and Academic Learning 92Working Memory and Learning Disabilities 95Working Memory and Oral Language 97Oral Language Disabilities 99Working Memory and Reading 100Working Memory and Mathematics 112Working Memory and Written Language 120Implications for Assessment, Instruction, and Intervention 121CHAPTER 6 Working Memory Assessment Strategies 126Working Memory Assessment Challenges 128Distinguishing Between Short-Term andWorking Memory Measures 131Short-Term and Working Memory Testing Paradigms 132Hypothesis-Driven Assessment of Working Memory 140Multimethod Assessment of Working Memory 145Reviewing Records for History 145Interviews 146Observations 149Cross-Battery and Selective Testing 151Assessment Recommendations for Specific Disabilities 155General Guidelines for Interpreting Test Scores 156Analysis of Working Memory Test Scores 161Interpretation of Working Memory Assessment Results 168The Use of Nonstandardized Working Memory Measures 173Key Points 174CHAPTER 7 Using Cognitive Scales to Assess Working Memory 176Cattell-Horn-Carroll (CHC) Theory and Working Memory 176General Guidelines for Selecting Working Memory Subtests 178General Guidelines for Administering Working Memory Subtests 179Stanford-Binet Intelligence Scales-Fifth Edition (SB5) 180Differential Ability Scales-Second Edition (DAS-II) 183Kaufman Assessment Battery for Children-Second Edition (KABC-II) 187Cognitive Assessment System (CAS) 191Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) 195Universal Nonverbal Intelligence Test (UNIT) 199The Wechsler Scales 201WISC-IV Integrated 203The NEPSY-II: A Developmental Neuropsychological Assessment 212Key Points 215CHAPTER 8 Assessing Working Memory with Memory Scales 217Wechsler Memory Scales-Third Edition (WMS-III) 218Children’s Memory Scale (CMS) 226Test of Memory and Learning-Second Edition (TOMAL-2) 230Wide Range Assessment of Memory and Learning-Second Edition (WRAML-2) 234Working Memory Test Battery for Children (WMTB-C) 238Automated Working Memory Assessment (AWMA) 243Swanson Cognitive Processing Test (S-CPT) 246Key Points 253CHAPTER 9 Working Memory Interventions 258General Approaches to Working Memory Interventions 260General Strategy Training Procedures 262Metacognitive Training 267Metamemory Training 268Working Memory Interventions 269Mnemonics 280Long-Term Memory Interventions 286Phonological Processing Interventions 290Reading Comprehension Strategies 292Academic Skills and Automaticity 295Working Memory Training in Children with ADHD 295Medication 295Computerized Working Memory Training 296Classroom Instruction that Supports Working Memory 297Key Points 305CHAPTER 10 Case Studies, Reporting Results, and Recommendations 307Applied Research Study 307Case Studies 311Written Interpretation of Working Memory Test Results 317Illustrative Report 318Oral Interpretation of Working Memory Test Results 323Recommendations for Future Working Memory Tests 326Appendix A Working Memory Subtests in Cognitive Scales 329Appendix B Working Memory Assessment Plan 333Appendix C Working Memory Analysis Worksheet 335Appendix D Working Memory Interpretative Summary 337Appendix E Working Memory Subtests in Memory Scales 339Appendix F Conversion Table: Scaled Scores to Standard Scores 343Appendix G Related Processing Subtests in Cognitive Scales 345References 347Index 371

"…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)