Additional bibliography for study
Alloway, T. P. (2006). How does Working Memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Alloway, T.P. (2011). Improving Working Memory. Supporting Students' Learning. L.A., London: Sage.
Alloway, T.P. & Alloway, R. (2013). The Working Memory Advantage. Train your brain to function stronger, smarter, faster. New York: Simon & Schuster Paperbacks.
Andersson, U. (2010). The contribution of Working Memory capacity to foreign language comprehension in children. Memory, 18(4), 458-472.
Baddeley, A. D. (2003). Working Memory and Language: An overview. Journal of Communication Disorders, 36, 189-208.
Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
Baddeley, A. D., Thomson, N., & Buchanan, M. (1975). Word length and the structure of Short-term Memory. Journal of Verbal Learning and Verbal Behaviour, 14, 575-589.
Chan, E., Skehan, P., & Gong, G. (2011). Working Memory, coding ability and Foreign Language Aptitude: Potential for construction of specific language aptitude tests. Ilha do Desterro, 45-73.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in Working Memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19, 450-466.
Dörneyi, Z., & Skehan, P. (2003). Individual differences in Second Language Learning. In C. J. Doughty, & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 589-630). Oxford: Blackwell Publishing.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330.
Gathercole, S.E., & Alloway, T.P. (2008). Working Memory and Learning: A practical guide for teachers. L.A., London: Sage.
Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological Memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887-898.
Hummel, K. M. (2009). Aptitude, Phonological Memory, and second language proficiency in non-novice adult learners. Applied Psycholinguistics, 30, 225-249.
Juffs, A., & Harrington, M. (2011). Aspects of Working Memory in L2 learning. Language Teaching, 44(2), 137-166.
Maridaki-Kassotaki, K. (2002). The relation between Phonological Memory skills and reading ability in Greek-speaking children: Can training of Phonological Memory contribute to reading development? European Journal of Psychology of Education, 17(1), 63-73.
Masoura, E. V., & Gathercole, S. E. (1999). Phonological Short-term Memory and Foreign Language Learning. International Journal of Psychology, 34(5/6), 383-388.
Monette, S., Bigras, M., & Guay, M. C. (2011). The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology, 109, 158-173.
Papagno, C., Valentine, T., & Baddeley, A. D. (1991). Phonological Short-term Memory and foreign-language vocabulary learning. Journal of Memory and Language, 30(3), 331-347.
Papagno, C., & Vallar, G. (1992). Phonological Short-term Memory and the learning of novel words: The effect of phonological similarity and item length. Quarterly Journal of Experimental Psychology, 44A(1), 47-67.
Service, E. (1992). Phonology, Working Memory, and Foreign-Language Learning. The Quarterly Journal of Experimental Psychology, 45A(1), 21-50.
Skehan, P. (1991) Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275–98.
St. Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, Updating, Inhibition, and Working Memory. The Quarterly Journal