title: Assessment and treatment of working memory deficits in school-age children: the role of the speech-language pathologist.
abstract: OBJECTIVE
  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.
  
  
  METHODS
  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.
  
  
  CONCLUSIONS
  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.
authors.affiliation: University of Northern Colorado, Greeley, USA. donna.boudreau@unco.edu
authors.forename: Donna
authors.initials: D
authors.lastname: Boudreau
authors.forename: Amy
authors.initials: A
authors.lastname: Costanza-Smith
mesh_terms: D002648:Child; D006801:Humans; D007805:Language Development Disorders / Q000503:physiopathology / Q000628:therapy*; D007859:Learning Disabilities / Q000503:physiopathology / Q000628:therapy*; D008569:Memory Disorders / Q000628:therapy*; D008570:Memory, Short-Term; D024382:Professional Role; D013066:Speech-Language Pathology