Working Memory and Learning: A Practical Guide for Teachers

Gathercole, S.E. and Alloway, T.P.

ISBN 10: 1412936136 / ISBN 13: 9781412936132

Editore: Sage Publications, 2008

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This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,400grams, ISBN:9781412936132. Codice articolo 9797344

Dati bibliografici

Titolo: Working Memory and Learning: A Practical ...

Casa editrice: Sage Publications

Data di pubblicazione: 2008

Legatura: Brossura

Condizione: Good

Descrizione articolo

Riassunto:

A good working memory is crucial to becoming a successful leaner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom.

This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice.

Topics covered include:

" the link between working memory skills and key areas of learning (such as literacy & numeracy)

" the relationship between working memory and children with developmental disorders

" assessment of children for working memory deficits

" strategies for supporting working memory in under-performing children

This accessible guide will help SENCOs, teachers, teaching assistants, speech and language therapists and educational psychologists to understand and address working memory in their setting

Recensione:

'The authors have written a guide for practitioners that is both highly practical, and yet based upon sound theoretical principles....This book achieves a successful, yet often elusive, link between theory, research and practice, and deserves to have a high readership. I will have no hesitation in recommending it to a range of readers' - Jane Mott, Support for Learning

'This book fulfils its aim to explain working memory and the limits it places on children's classroom learning. For teachers it gives a very clear guide and fills a gap in understanding that can only lead to more child-centred approaches to teaching and learning' - Lynn Ambler, Support for Learning