Working Memory and Academic Learning: Assessment and Intervention	5
	CONTENTS	9
	FOREWORD	15
	PREFACE	19
	ACKNOWLEDGMENTS	23
	Chapter 1: Introduction and Overview	25
	What is Working Memory?	26
	Working Memory versus Short-Term Memory	27
	Controversies Surrounding Working Memory	28
	Working Memory Measurement	29
	Compatibility with Response-to-Intervention	30
	Interventions for Working Memory	31
	Learning Objectives	32
	Chapter 2: Theories and Models of Working Memory	34
	Information Processing Model	35
	The Atkinson-Shiffrin Model	36
	Levels-of-Processing Model	38
	Baddeley’s Model	38
	Contributions from Daneman and Carpenter	50
	Kane and Engle’s Executive Attention Model	51
	Cowan’s Embedded-Process Model	53
	Oberauer’s Facet Theory	56
	Long-Term Working Memory	57
	Neuropsychological Evidence	59
	The Controversy Over Working Memory Capacity	64
	Chapter 3: An Integrated Model of Working Memory	73
	The Structure of the Integrated Model	74
	Definition of Working Memory	81
	Descriptions of Memory Components	82
	Capacity of Working Memory Operations	84
	Caveat	85
	Key Points	86
	Chapter 4: Working Memory Development and Related Cognitive Processes	87
	Development of Working Memory Capacity	88
	Long-Term Memory	95
	Expertise and Automatization	100
	Deficit Models	100
	Relations with Other Cognitive Processes	101
	Disorders and Conditions with Working Memory Deficits	110
	Conclusions and Implications	114
	Chapter 5: Working Memory and Academic Learning	116
	Working Memory and Learning Disabilities	119
	Working Memory and Oral Language	121
	Oral Language Disabilities	123
	Working Memory and Reading	124
	Working Memory and Mathematics	136
	Working Memory and Written Language	144
	Implications for Assessment, Instruction, and Intervention	145
	Chapter 6: Working Memory Assessment Strategies	150
	Working Memory Assessment Challenges	152
	Distinguishing Between Short-Term and Working Memory Measures	155
	Short-Term and Working Memory Testing Paradigms	156
	Hypothesis-Driven Assessment of Working Memory	164
	Multimethod Assessment of Working Memory	169
	Reviewing Records for History	169
	Interviews	170
	Observations	173
	Cross-Battery and Selective Testing	175
	Assessment Recommendations for Specific Disabilities	179
	General Guidelines for Interpreting Test Scores	180
	Analysis of Working Memory Test Scores	185
	Interpretation of Working Memory Assessment Results	192
	The Use of Nonstandardized Working Memory Measures	197
	Key Points	198
	Chapter 7: Using Cognitive Scales to Assess Working Memory	200
	Cattell-Horn-Carroll (CHC) Theory and Working Memory	200
	General Guidelines for Selecting Working Memory Subtests	202
	General Guidelines for Administering Working Memory Subtests	203
	Stanford-Binet Intelligence Scales–Fifth Edition (SB5)	204
	Differential Ability Scales–Second Edition (DAS-II)	207
	Kaufman Assessment Battery for Children–Second Edition (KABC-II)	211
	Cognitive Assessment System (CAS)	215
	Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG)	219
	Universal Nonverbal Intelligence Test (UNIT)	223
	The Wechsler Scales	225
	WISC-IV Integrated	227
	The NEPSY II: A Developmental Neuropsychological Assessment	236
	Key Points	239
	Chapter 8: Assessing Working Memory with Memory Scales	241
	Wechsler Memory Scale– Third Edition (WMS-III)	242
	Children’s Memory Scale (CMS)	250
	Test of Memory and Learning–Second Edition (TOMAL-2)	254
	Wide Range Assessment of Memory And Learning–Second Edition (WRAML-2)	258
	Working Memory Test Battery for Children (WMTB-C)	262
	Automated Working Memory Assessment (AWMA)	267
	Swanson Cognitive Processing Test (S-CPT)	270
	Key Points	277
	Chapter 9: Working Memory Interventions	282
	General Approaches to Working Memory Interventions	284
	General Strategy Training Procedures	286
	Metacognitive Training	291
	Metamemory Training	292
	Working Memory Interventions	293
	Mnemonics	304
	Long-Term Memory Interventions	310
	Phonological Processing Interventions	314
	Reading Comprehension Strategies	316
	Academic Skills and Automaticity	319
	Working Memory Training in Children With ADHD	319
	Medication	319
	Computerized Working Memory Training	320
	Classroom Instruction that Supports Working Memory	321
	Key Points	329
	Chapter 10: Case Studies, Reporting Results, and Recommendations	331
	Applied Research Study	331
	Case Studies	335
	Written Interpretation of Working Memory Test Results	341
	Illustrative Report	342
	Oral Interpretation of Working Memory Test Results	347
	Recommendations for Future Working Memory Tests	350
	APPENDIX A	353
	APPENDIX B	357
	APPENDIX C	359
	APPENDIX D	361
	APPENDIX E	363
	APPENDIX F	367
	APPENDIX G	369
	REFERENCES	371
	INDEX	395