Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Non-Verbal Cues01:29

Non-Verbal Cues

338
Non-verbal communication extends beyond gestures and facial expressions to include vocal elements known as paralanguage. Paralanguage consists of non-verbal vocal cues such as pitch, loudness, speech rate, pauses, and non-verbal vocalizations like laughter, sighs, and moans. These elements not only accompany speech but also provide critical emotional and contextual information.The Role of Paralanguage in CommunicationParalanguage adds depth to spoken language by conveying emotions and...
338
Limiting Reactant02:27

Limiting Reactant

70.2K
The relative amounts of reactants and products represented in a balanced chemical equation are often referred to as stoichiometric amounts. However, in reality, the reactants are not always present in the stoichiometric amounts indicated by the balanced equation.
70.2K
Student t Distribution01:31

Student t Distribution

14.2K
The population standard deviation is rarely known in many day-to-day examples of statistics. When the sample sizes are large, it is easy to estimate the population standard deviation using a confidence interval, which provides results close enough to the original value. However, statisticians ran into problems when the sample size was small. A small sample size caused inaccuracies in the confidence interval.
The Student t distribution was developed by William S. Goset (1876–1937) of the...
14.2K
Channels of Non-Verbal Communication01:28

Channels of Non-Verbal Communication

441
Non-verbal communication plays a critical role in human interaction, influencing how individuals perceive emotions and psychological states. It operates through four primary channels: facial expressions, eye contact, body language, and touch. These non-verbal cues help convey meaning beyond spoken language and are often culturally influenced.Facial Expressions and Emotional RecognitionFacial expressions are among the most powerful and universal forms of non-verbal communication. Research has...
441
The Uncertainty Principle04:08

The Uncertainty Principle

32.6K
Werner Heisenberg considered the limits of how accurately one can measure properties of an electron or other microscopic particles. He determined that there is a fundamental limit to how accurately one can measure both a particle’s position and its momentum simultaneously. The more accurate the measurement of the momentum of a particle is known, the less accurate the position at that time is known and vice versa. This is what is now called the Heisenberg uncertainty principle. He...
32.6K
Hardy-Weinberg Principle01:49

Hardy-Weinberg Principle

76.5K
Diploid organisms have two alleles of each gene, one from each parent, in their somatic cells. Therefore, each individual contributes two alleles to the gene pool of the population. The gene pool of a population is the sum of every allele of all genes within that population and has some degree of variation. Genetic variation is typically expressed as a relative frequency, which is the percentage of the total population that has a given allele, genotype or phenotype.
76.5K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Fluency: a key link between word identification and comprehension.

Language, speech, and hearing services in schools·2008
Same author

What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders?

Language, speech, and hearing services in schools·1999
Same journal

Temporal Processing and Literacy Skills in Children With Hearing Aids.

Language, speech, and hearing services in schools·2026
Same journal

Exploring Personal Narrative Coherence in 10-Year-Old Children: A Global Study Using the Global TALES Protocol.

Language, speech, and hearing services in schools·2026
Same journal

The Unique Voice Profile of Children With Auditory Brainstem Implants: A Novel Study on Voice Onset Time.

Language, speech, and hearing services in schools·2026
Same journal

Evaluating Childhood Apraxia of Speech in Cantonese-Speaking Children: A Tutorial Based on Available Evidence.

Language, speech, and hearing services in schools·2026
Same journal

"It's My Way of Being a Person": A Preliminary Interprofessional Inquiry Into the Social-Emotional Needs of Elementary Students With Communication Disorders.

Language, speech, and hearing services in schools·2026
Same journal

Enhancing Writing Assessment With Automated Tools: An Exploratory Analysis of Third-Grade Narratives Using ScriptSense.

Language, speech, and hearing services in schools·2026
See all related articles

Related Experiment Video

Updated: Feb 8, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.5K

Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations.

Bonnie D Singer1, Anthony S Bashir2

  • 1Architects For Learning, Needham Heights, MA.

Language, Speech, and Hearing Services in Schools
|July 7, 2018
PubMed
Summary
This summary is machine-generated.

This article offers five principles to guide the development of interventions for children with limited verbal working memory. These principles form a framework for effective working memory support in educational settings.

More Related Videos

Interventional Diagnostic Procedure: A Practical Guide for the Assessment of Coronary Vascular Function
10:28

Interventional Diagnostic Procedure: A Practical Guide for the Assessment of Coronary Vascular Function

Published on: March 15, 2022

5.9K
Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

30.9K

Related Experiment Videos

Last Updated: Feb 8, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.5K
Interventional Diagnostic Procedure: A Practical Guide for the Assessment of Coronary Vascular Function
10:28

Interventional Diagnostic Procedure: A Practical Guide for the Assessment of Coronary Vascular Function

Published on: March 15, 2022

5.9K
Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

30.9K

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Cognitive Science

Background:

  • Limited verbal working memory impacts children's learning.
  • Existing theories and data inform intervention strategies.
  • A multidimensional treatment model is supported by research.

Purpose of the Study:

  • To present 5 guiding principles for developing interventions.
  • To create a framework for working memory interventions.
  • To support children with limited verbal working memory abilities.

Main Methods:

  • Synthesizing previously reported theories and empirical data.
  • Developing a clinical framework for intervention.
  • Focusing on a comprehensive, multidimensional treatment model.

Main Results:

  • A framework for guiding working memory interventions is presented.
  • The framework considers student abilities and language-learning demands.
  • Interventions should be multidimensional and context-specific.

Conclusions:

  • Advocating for a clinical framework of complex interventions.
  • Interventions comprise multiple components working synchronously.
  • This approach supports children with working memory challenges.