ASHA Learning Pass

This journal self study explores the nature of working memory and its relationship to language and learning. The articles – from a recently published Language, Speech, and Hearing Services in Schools clinical forum – discuss working memory and how it relates to language development; executive functions and working memory as they relate to bilingualism, math, and decoding; and practical assessment and treatment strategies related to working memory and language. Clinicians can use this research to improve their assessment and intervention processes to help students with memory deficits succeed.

Learning Outcomes
You will be able to:

• discuss different models and theories of working memory
• explain the relationship between working memory and language
• discuss how working memory may affect auditory processing
• describe issues related to assessing working memory
• explain ways to integrate interventions that target working memory into treatment for language deficits

Contents

The following articles are included in this course:

• Introduction to the Clinical Forum: Working Memory in School-Age Children, by Ronald B. Gillam (not for CE credit)
• Theories of Working Memory: Differences in Definition, Degree of Modularity, Role of Attention, and Purpose, by Eryn J. Adams, Anh T. Nguyen, and Nelson Cowan
• Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks, by Genesis D. Arizmendi, Mary Alt, Shelley Gray, Tiffany P. Hogan, Samuel Green, and Nelson Cowan
• Math Difficulties and Working Memory Growth in English Language Learner Children: Does Bilingual Proficiency Play a Significant Role?, by H. Lee Swanson, Jennifer Kong, and Stefania Petcu
• Decoding: It's Not All About the Letters, by Katie E. Squires
• Working Memory and Auditory Processing in School-Age Children, by Beula M. Magimairaj and Naveen K. Nagaraj
• The Reciprocal Influences of Working Memory and Linguistic Knowledge on Language Performance: Considerations for the Assessment of Children With Developmental Language Disorder, by Lisa M. D. Archibald
• Pull the Andon Rope on Working Memory Capacity Interventions Until We Know More, by Sandra Gillam, Sarai Holbrook, Jamie Mecham, and Daylene Weller
• Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations, by Bonnie D. Singer and Anthony S. Bashir

Learning Assessment
Online, multiple-choice exam