Working memory and education / edited by Susan J. Pickering.

Includes bibliographical references and index.

Working memory: an overview / Alan Baddeley -- Understanding normal and impaired reading development: a working memory perspective / Peter F. de Jong -- Children's reading comprehension: the role of working memory in normal and impaired development / Kate Cain -- Working memory, executive functioning, and children's mathematics / Rebecca Bull and Kimberly Andrews Espy -- Working memory and dynamic testing in children with learning disabilities / H. Lee Swanson -- Deconstructing working memory in developmental disorders of attention / Kim Cornish, John Wilding, and Cathy Grant -- Working memory and deafness: implications for cognitive development and functioning / Madeleine Keehner and Joanna Atkinson -- Working memory in the classroom / Susan E. Gathercole, Emily Lamont, and Tracy Packiam Alloway -- Assessment of working memory in children / Susan J. Pickering -- Sources of working memory deficits in children and possibilities for remediation / Meredith Minear and Priti Shah.

Psychologists have been trying to understand the factors that underpin children's success and failure in different education 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, and arithmetic. It also looks 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 accessed, 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 psychogists, educators, and anyone seeking to understand more about the cognitive basis of education achievement in children.

Print version record.

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