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Working Memory and Academic Learning : Assessment and Intervention
Dehn, Milton J.
Wiley / Softcover / 2008-04-01 / 047014419X
School-Oriented / Memory
price: $66.00 (may be subject to change)
408 pages
Not in Stock, usually ships in 7-10 business days

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

Author Bio
Milton J. Dehn, EdD, NCSP, 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).

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