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

"…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." (<i>PsycCRITIQUES</i>, February 18th, 2009)

<p><b>Milton J. Dehn, EdD, NCSP</b>, 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).</p>

<p>An indispensable guide that examines the function of working memory in educational achievement</p> <p>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.</p> <p>This practical resource bridges theory and practice to provide professional guidance with coverage of:</p> <ul> <li> <p>The history of the major theories and models of working memory, including Baddeley's model</p> </li> <li> <p>An integrated model of working memory designed to facilitate working memory assessment</p> </li> <li> <p>Working memory development during the early elementary years</p> </li> <li> <p>The relationships between specific memory components and the academic skills of reading, mathematics, and written language</p> </li> <li> <p>Numerous measures of cognition and memory, including the WISC®-IV Integrated, Children's Memory Scale, and the Working Memory Test Battery for Children</p> </li> <li> <p>Assessment cases that illustrate typical profiles found in children and adolescents with working memory deficits</p> </li> </ul> <p>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.</p>

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