Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist
Publication: Language, Speech, and Hearing Services in Schools
Volume 42, Number 2
Pages 152-166
Abstract
Purpose
To review research addressing the relationship of working memory (WM) to language development and academic functioning and to consider the role of the speech-language pathologist (SLP) in assessment and intervention of WM difficulties in school-age children.
Method
Aspects of WM critical to language acquisition and academic success are defined, and the importance of WM to language development and learning is discussed. Subsequently, strategies for assessing WM skills in children are presented. Following a discussion regarding the assessment of WM demands in the classroom, intervention strategies are provided.
Results
Children with poor WM skills are likely to experience significant difficulty in academic settings. Evidence-based strategies for both reducing WM demands and improving functional WM skills are reviewed.
Conclusion
Research to date has documented that children with language impairments frequently have poor WM skills. SLPs can support poor WM skills by considering both modifications to the environment and child-enacted knowledge and skills, which may serve to reduce the impact of poor WM skills on learning and academic success.
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- Received: Dec 16, 2009
- Revised: May 15, 2010
- Accepted: Oct 15, 2010
- Published in issue: Apr 1, 2011
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