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Psychologists have been trying to understand the factors that underpin children's success and failure in different educational domains for many years. One psychological function that has been found to play an important role in educational achievement is 'working memory', the processes involved in the temporary maintenance and manipulation of information. This book provides the reader with an up-to-date review of the research that has identified how working memory relates to academic attainment in: reading, reading comprehension, arithmetic and writing, as well as looking at how children with difficulties relating to hearing impairment and attention deficits differ in terms of their working memory. Other chapters focus on how working memory is called upon in classroom settings, how working memory can be assessed, and approaches to remediation. The opening chapter of the book provides an account of working memory from the architect of the model that has dominated psychological theory for over two decades. This book is a valuable resource for psychologists, educationalists, and anyone seeking to understand more about the cognitive basis of educational achievement in children.

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• Contributors(p. xi)
• Acknowledgments(p. xiii)
• Introduction(p. xv)
• 1 Working Memory: An Overview
• How Many Kinds of Memory?(p. 3)
• The Phonological Loop(p. 6)
• The Visuo-Spatial Sketchpad(p. 13)
• The Central Executive(p. 16)
• The Episodic Buffer(p. 23)
• Summary Box(p. 25)
• References(p. 26)
• 2 Understanding Normal and Impaired Reading Development: A Working Memory Perspective
• Learning to Read: The Task(p. 34)
• The Role of Verbal Short-Term Memory(p. 36)
• Acquisition of Letter Knowledge(p. 36)
• STM and Reading(p. 39)
• The Role of the Central Executive(p. 46)
• Conclusion(p. 54)
• Summary Box(p. 55)
• References(p. 56)
• 3 Children's Reading Comprehension: The Role of Working Memory in Normal and Impaired Development
• Working Memory and Reading Comprehension(p. 62)
• Working Memory and Skilled Reading Comprehension(p. 62)
• Working Memory and Children's Reading Comprehension(p. 65)
• Developmental Studies of Working Memory and Reading Comprehension(p. 69)
• Individual Differences in Reading Comprehension Skill and Working Memory(p. 71)
• Summary(p. 74)
• Working Memory and Children's Specific Comprehension Skills(p. 74)
• Inference and Integration(p. 75)
• Anaphoric Processing(p. 77)
• Use of Context(p. 79)
• Comprehension Monitoring(p. 80)
• The Inter-Relations between Working Memory and Reading Comprehension Skills(p. 83)
• Summary(p. 84)
• Conclusions(p. 84)
• Summary Box(p. 87)
• References(p. 88)
• 4 Working Memory, Executive Functioning, and Children's Mathematics
• Working Memory Model(p. 94)
• Arithmetic and the Slave Systems(p. 96)
• The Central Executive(p. 101)
• The Nature of the Central Executive(p. 104)
• Early Development of the Central Executive and Mathematic Skills(p. 106)
• What Are the Implications for Education?(p. 114)
• Summary Box(p. 116)
• References(p. 116)
• 5 Working Memory and Dynamic Testing in Children with Learning Disabilities
• What Are Working Memory, Learning Disabilities, and Dynamic Assessment?(p. 126)
• Working Memory(p. 126)
• Learning Disabilities(p. 127)
• Dynamic Assessment(p. 127)
• Putting the Information Together(p. 128)
• Subtests(p. 129)
• Probing(p. 133)
• Which Score to Use?(p. 134)
• Psychometric Qualities(p. 135)
• A Cross-Sectional Study(p. 145)
• What Has Our Research on Working Memory and Learning Disabilities Told Us to Date?(p. 149)
• Conclusions and New Directions(p. 150)
• Summary Box(p. 152)
• References(p. 153)
• 6 Deconstructing Working Memory in Developmental Disorders of Attention
• The Nature of Attention and Attentional Disorder(p. 158)
• Our Studies of the Nature of Attention and Attentional Disorder(p. 159)
• Study 1 Comparing Mainstream Schoolchildren with Good and Poor Attention(p. 159)
• Study 2 A Further Study of Attention in Mainstream Schoolchildren(p. 163)
• Study 3 Identifying Working Memory Deficits in Attention Deficit/Hyperactivity Disorder Subtypes(p. 164)
• Study 4 Fragile X Syndrome and Other Neurodevelopmental Disorders(p. 168)
• Study 5 Attention in Young Children with Fragile X Syndrome and Williams Syndrome(p. 177)
• Conclusions on Attention, Working Memory, and Inhibition(p. 179)
• Educational Implications of the Findings(p. 180)
• Attention Weakness(p. 181)
• Neurodevelopmental Disorders(p. 182)
• Summary Box(p. 183)
• References(p. 184)
• 7 Working Memory and Deafness: Implications for Cognitive Development and Functioning
• Defining Deafness(p. 189)
• Factors Affecting Working Memory Development in Deaf Children(p. 191)
• Working Memory and Sign Language(p. 193)
• The Sublexical Structure of Signs(p. 195)
• Working Memory for Signs(p. 197)
• Visuo-Spatial Working Memory in Deaf Children(p. 199)
• Space in Sign Language(p. 200)
• Consequences of Sign Language Experience for Visuo-Spatial Working Memory(p. 201)
• Phonological Working Memory in Deaf Children(p. 203)
• Phonological Awareness and Reading Skills Deaf Children(p. 206)
• Implications for Practice in Educational and Assessment Settings(p. 209)
• Assessing Working Memory in Deaf Children(p. 209)
• Issues for Teaching and Learning(p. 211)
• Conclusions(p. 213)
• Summary Box(p. 213)
• References(p. 214)
• 8 Working Memory in the Classroom
• Working Memory and Educational Achievement: A Review(p. 220)
• Observing Working Memory in the Classroom(p. 223)
• Profiles(p. 224)
• Observed Memory Failures(p. 226)
• Other Observations(p. 230)
• Learning Is Based on Success(p. 231)
• Implications for Classroom Practice(p. 232)
• Minimizing Working Memory Failures in Learning Situations(p. 235)
• Ensure That the Child Can Remember the Task(p. 235)
• Use External Memory Aids(p. 236)
• Reduce Processing Loads(p. 236)
• Summary(p. 237)
• Summary Box(p. 238)
• References(p. 238)
• 9 Assessment of Working Memory in Children
• Assessing Working Memory in the 20th Century(p. 242)
• The Digit Span Task(p. 243)
• Digit Span and Beyond(p. 246)
• Assessing Working Memory Using a Battery of Tests(p. 247)
• Selection of the WMTB-C Subtests(p. 248)
• What Do Each of the WMTB-C Subtests Measure?(p. 250)
• Some Comments on the General Organization of the WMTB-C(p. 259)
• How Has the WMTB-C Been Used?(p. 260)
• Research Findings from the WMTB-C(p. 261)
• Limitations of the WMTB-C(p. 263)
• A Computer-Based Working Memory Assessment Tool: The AWMA(p. 265)
• Assessment of Working Memory and Consequences for Remediation(p. 266)
• Summary(p. 267)
• Summary Box(p. 268)
• References(p. 269)
• 10 Sources of Working Memory Deficits in Children and Possibilities for Remediation
• Theoretical Approaches to Working Memory Remediation(p. 274)
• Remediation of Peripheral Impairments(p. 276)
• Centrally Based Processing and Remediation Approaches(p. 279)
• Remediation Approaches in Different Working Memory Impaired Populations(p. 280)
• Children Who Are Intellectually Disabled(p. 280)
• Specific Language Impairment(p. 282)
• Reading Disability(p. 284)
• Attention Deficit/Hyperactivity Disorder(p. 286)
• Childhood Schizophrenia(p. 289)
• Autism(p. 292)
• Traumatic Brain Injury(p. 293)
• Chemotherapy and Cranial Radiation Treatments(p. 295)
• Conclusion(p. 296)
• Summary Box(p. 297)
• References(p. 298)
• Subject Index(p. 309)