Working Memory and Education

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1 Working Memory and Education EDITED BY Susan J. Pickering ELSEVIER AMSTERDAM BOSTON HEIDELBERG LONDON NEW YORK OXFORD PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO Academic Press is an imprint of Elsevier

2 Contributors Acknowledgments Introduction xi xiii xv 1. WORKING MEMORY: AN OVERVIEW Alan Baddeley How Many Kinds of Memory? 3 The Phonological Loop 6 The Visuo-Spatial Sketchpad 13 The Central Executive 16 The Episodic Buffer 23 Summary Box 25 References UNDERSTANDING NORMAL AND IMPAIRED READING DEVELOPMENT: A WORKING MEMORY PERSPECTIVE Peter F. dejong Learning to Read: The Tksk 34 The Role of Verbal Short-Term Memory 36 Acquisition of Letter Knowledge 36 STM and Reading 39 The Role of the Central Executive 46 Conclusion 54 Summary Box 55 References 56

3 VI Contents 3. CHILDREN'S READING COMPREHENSION: THE ROLE OF WORKING MEMORY IN NORMAL AND IMPAIRED DEVELOPMENT Kate Cain Working Memory and Reading Comprehension 62 Working Memory and Skilled Reading Comprehension 62 Working Memory and Children's Reading Comprehension 65 Developmental Studies of Working Memory and Reading Comprehension 69 Individual Differences in Reading Comprehension Skill and Working Memory 71 Summary 74 Working Memory and Children's Specific Comprehension Skills 74 Inference and Integration 75 Anaphoric Processing 77 Use of Context 79 Comprehension Monitoring 80 The Inter-Relations between Working Memory and Reading Comprehension Skills 83 Summary 84 Conclusions 84 Summary Box 87 References WORKING MEMORY, EXECUTIVE FUNCTIONING, AND CHILDREN'S MATHEMATICS Rebecca Bull and Kimberly Andrews Espy Working Memory Model 94 Arithmetic and the Slave Systems 96 The Central Executive 101 The Nature of the Central Executive 104 Early Development of the Central Executive and Mathematic Skills 106 What Are the Implications for Education? 114 Summary Box 116 References WORKING MEMORY AND DYNAMIC TESTING IN CHILDREN WITH LEARNING DISABILITIES H. Lee Swanson What Are Working Memory, Learning Disabilities, and Dynamic Assessment? 126 Working Memory 126

4 Contents Learning Disabilities Dynamic Assessment Putting the Information Together Subtests Probing Which Score to Use? Psychometric Qualities A Cross-Sectional Study What Has Our Research on Working Memory and Learning Disabilities Told Us to Date? Conclusions and New Directions Summary Box References Vll DECONSTRUCTING WORKING MEMORY IN DEVELOPMENTAL DISORDERS OF ATTENTION Kim Cornish, John Wilding, and Cathy Grant The Nature of Attention and Attentional Disorder 158 Our Studies of the Nature of Attention and Attentional Disorder 159 Study 1: Comparing Mainstream Schoolchildren with Good and Poor Attention 159 Study 2: A Further Study of Attention in Mainstream Schoolchildren 163 Study 3: Identifying Working Memory Deficits in Attention Deficit/Hyperactivity Disorder Subtypes 164 Study 4: Fragile X Syndrome and Other Neurodevelopmental Disorders 168 Study 5: Attention in Young Children with Fragile X Syndrome and Williams Syndrome 177 Conclusions on Attention, Working Memory and Inhibition 179 Educational Implications of the Findings 180 Attention Weakness 181 Neurodevelopmental Disorders 182 Summary Box 183 References WORKING MEMORY AND DEAFNESS: IMPLICATIONS FOR COGNITIVE DEVELOPMENT AND FUNCTIONING Madeleine Keehner and Joanna Atkinson Denning Deafness 189 Factors Affecting Working Memory Development in Deaf Children 191 Working Memory and Sign Language 193 The Sublexical Structure of Signs 195

5 Vill Contents Working Memory for Signs 197 Visuo-Spatial Working Memory in Deaf Children 199 Space in Sign Language 200 Consequences of Sign Language Experience for Visuo-Spatial Working Memory 201 Phonological Working Memory in Deaf Children 203 Phonological Awareness and Reading Skills Deaf Children 206 Implications for Practice in Educational and Assessment Settings 209 Assessing Working Memory in Deaf Children 209 Issues for Teaching and Learning 211 Conclusions 213 Summary Box 213 References WORKING MEMORY IN THE CLASSROOM Susan. Gathercole, Emily Lamont, and Tracy Packiam Alloway Working Memory and Educational Achievement: A Review 220 Observing Working Memory in the Classroom 223 Profiles 224 Observed Memory Failures 226 Other Observations 230 Learning Is Based on Success 231 Implications for Classroom Practice 232 Minimizing Working Memory Failures in Learning Situations 235 Ensure That the Child Can Remember the T&sk 235 Use External Memory Aids 236 Reduce Processing Loads 236 Summary 237 Summary Box 238 References ASSESSMENT OF WORKING MEMORY IN CHILDREN Susan J, Pickering Assessing Working Memory in the 20th Century 242 The Digit Span 'Risk 243 Digit Span and Beyond 246 Assessing Working Memory Using a Battery of Tests 247 Selection of the WMTB-C Subtests 248 What Do Each of the WMTB-C Subtests Measure? 250 Some Comments on the General Organization of the WMTB-C 259 How Has the WMTB-C Been Used? 260 Research Findings from the WMTB-C 261 Limitations of the WMTB-C 263

6 Contents IX A Computer-Based Working Memory Assessment Tool: The AWMA 265 Assessment of Working Memory and Consequences for Remediation 266 Summary 267 Summary Box 268 References SOURCES OF WORKING MEMORY DEFICITS IN CHILDREN AND POSSIBILITIES FOR REMEDIATION Meredith Minear and Priti Shah Theoretical Approaches to Working Memory Remediation 274 Remediation of Peripheral Impairments 276 Centrally Based Processing and Remediation Approaches 279 Remediation Approaches in Different Working Memory Impaired Populations 280 Children Who Are Intellectually Disabled 280 Specific Language Impairment 282 Reading Disability 284 Attention Deficit/Hyperactivity Disorder 286 Childhood Schizophrenia 289 Autism 292 Traumatic Brain Injury 293 Chemotherapy and Cranial Radiation Treatments 295 Conclusion 296 Summary Box 297 References 298 Subject Index 309

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