Profiles of Working Memory for Educational Research

我们需要新的方法来降低有学习障碍的儿童的学业失败率， 导致许多人辍学。辍学的长期影响包括就业状况不佳 与不良健康结果相关的机会（Egerter等人，2009年）和预期寿命较低（Begier，Li，& Meduro，2013）。我们建议，基于儿童工作记忆的新的教学方法可以 改善学习。工作记忆包括一个人处理和储存输入信息的能力 短时间内的信息。它是学习的一个强有力的预测器（阿洛韦，2009年;梅勒和Schuchardt， 2016）。我们认为，通过了解儿童的工作记忆概况，干预和指导方法 可以利用工作记忆的优势和劣势。这种方法符合 新举措促进精准医疗，基础科学，诊断测试和循证医学 知识用于个体化治疗（Porche，2015）。这种精确方法的成功取决于 (a)我们全面评估儿童工作记忆的能力，（B）清楚地了解如何 工作记忆随着时间的推移，在有和没有学习障碍的儿童中发展，以及（c）如何工作 记忆和其他认知能力，如口头语言和智力，在整个过程中相互作用。 发展这些目标和实现这些目标的步骤是我们项目的重点。在我们最初的R 01中， 为患有以下疾病的儿童开发并测试了一种新的、全面的、计算机管理的工作记忆电池 来自三个州的二年级学生在这个更新项目中，我们将利用加速纵向设计， 跟踪典型发展（TD）、阅读障碍和共病阅读障碍和发展性语言的儿童 从幼儿园到六年级的DLD。我们的项目将改变目前的研究和临床实践 范式，提供（a）新的，经验测试的纵向模型的工作记忆的儿童;（B）新的 幼儿园至6岁期间工作记忆的初始状态和发展轨迹 （c）关于工作记忆、认知能力和 一段时间内的学习成绩，以及（d）儿童综合评估成套测验的标准- 工作记忆，以便研究人员，教育工作者和临床医生可以使用结果来定制干预措施 和指导。这将是第一个全面的，纵向研究儿童的工作记忆， 美国

We need new approaches for reducing the academic failure rate of children with learning disabilities that causes many to drop out of school. The long-term effects of dropping out of school include poor employment opportunities linked to poor health outcomes (Egerter et al., 2009) and lower life expectancy (Begier, Li, & Meduro, 2013). We propose that new instructional approaches based on a child's working memory profile can improve learning. Working memory encompasses an individual's ability to process and store incoming information over short periods. It is a powerful predictor of learning (Alloway, 2009; Maehler & Schuchardt, 2016). We think that by knowing a child's working memory profile, interventions and instructional approaches can be tailored to take advantage of working memory strengths and weaknesses. This approach aligns with new initiatives promoting precision medicine whereby basic science, diagnostic testing, and evidence-based knowledge are used to individualize treatment (Porche, 2015). The success of this precision approach rests on (a) our ability to comprehensively assess working memory in children, (b) a clear understanding of how working memory develops over time in children with and without learning disabilities, and (c) how working memory and other cognitive abilities, such and oral language and intelligence, interact over the course of development. These goals and the steps to achieve them are the focus of our project. In our initial R01 we developed and tested a new, comprehensive, computer-administered working memory battery for children with second graders from three states. In this renewal project we will utilize an accelerated longitudinal design to follow children with typical development (TD), dyslexia, and comorbid dyslexia and developmental language disorder (DLD) from kindergarten through 6th grade. Our project will shift current research and clinical practice paradigms by providing (a) new, empirically tested longitudinal models of working memory in children; (b) new information about the initial status and growth trajectory of working memory from kindergarten through 6th grade; (c) new information about the longitudinal relations among working memory, cognitive abilities, and academic performance over time, and (d) norms for the Comprehensive Assessment Battery for Children – Working Memory so that results can be used by researchers, educators, and clinicians to tailor interventions and instruction. This will be the first comprehensive, longitudinal study of working memory in children in the U.S.