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Putting Memory To Work in Language Intervention: Implications for Practitioners.
Peer reviewed Peer reviewed
Gillam, Ronald B. – Topics in Language Disorders, 1997
Summarizes findings on the relationship of working memory and long-term memory to language impairments. Language interventions are discussed, including promoting attention, speaking clearly and slowly, promoting phonological coding, planning activities around topics familiar to the learners, helping learners organize new knowledge, and providing…
Descriptors: Attention Span, Children, Encoding (Psychology), Intervention
Sensitivity to Increased Task Demands: Contributions from Data-Driven and Conceptually Driven Information Processing Deficits.
Peer reviewed Peer reviewed
Gillam, Ronald B.; Hoffman, LaVae M.; Marler, Jeffrey A.; Wynn-Dancy, M. Lorraine – Topics in Language Disorders, 2002
This article explores evidence related to the idea that children with language impairments present co-occurring limitations in data-driven and conceptually driven processing. It concludes that together, these limitations contribute to a heightened sensitivity to increasing task demands in children with language impairments. Assessment and…
Descriptors: Attention Span, Auditory Perception, Children, Cognitive Processes
Cognitive Assessment System.
Naglieri, Jack A.; Das, J. P. – 1997
This kit contains materials necessary to administer the Cognitive Assessment System (CAS), an assessment battery designed to evaluate cognitive processing in children 5 through 17 years of age. Derived from the Planning, Attention, Simultaneous, and Successive (PASS) theory, the four processing areas comprise the four scales that make up the CAS.…
Descriptors: Adolescents, Attention Span, Children, Cognitive Ability