Return to References: Speed of Processing factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Woodcock: Johnson Tests of Cognitive Abilities (Schrank, Mather, & McGrew, 2014)**: Contains three subtests that examine Speed of Processing: Number-Pattern Matching, Pair Cancellation, and Letter-Pattern Matching
Rapid: Automatic Naming Tests (RAN) (Denckla &. Rudel. 1974): Tests children's ability to name different objects. This is a common measure of Speed of Processing, but it also requires linguistic skills (e.g., Vocabulary knowledge of test items)
Bull, R., & Johnston, R. (1997). Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65, 1–24.
Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10(2), 186–202.
Fawcett, A. J., & Nicolson, R. I. (2017). Speed of processing, motor skill, automaticity and dyslexia. Dyslexia in Children, 157-190
Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206–223.
Kibby, M. Y., Vadnais, S. A., & Jagger-Rickels, A. C. (2019). Which components of processing speed are affected in ADHD subtypes?. Child Neuropsychology, 25(7), 964-979.
Kleemans, T., Segers, E., & Verhoeven, L. (2012). Naming speed as a clinical marker in predicting basic calculation skills in children with specific language impairment. Research in Developmental Disabilities, 33, 882–889.
Koponen, T., Salmi, P., Eklund, K., & Tuija, A. (2012). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology.
McAuley, T., & White, D. (2012). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453–468.
Mulder, H., Pitchford, N. J., & Marlow, N. (2010). Processing speed and working memory underlie academic attainment in very preterm children. Archives of Disease in Childhood-Fetal and Neonatal Edition, 95, F267–F272.
Navarro, J. I., Aguilar, M., Alcalde, C., Ruiz, G., Menacho, E., & Menacho, I. (2011). Inhibitory processes, working memory, phonological awareness, naming speed, and early arithmetic achievement. The Spanish Journal of Psychology, 14(2), 580–588.
Passolunghi, M. C., & Lanfranchi, S. (2012). Domain-specific and domain-general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42–63.
Passolunghi, M. C., Lanfranchi, S., Altoe, G., & Sollazzo, N. (2015). Early numerical abilities and cognitive skills in kindergarten children. Journal of Experimental Child Psychology, 135, 25–42.
Pisoni, D. B., & Cleary, M. (2003). Measures of working memory span and verbal rehearsal speed in deaf children after cochlear implantation. Ear and Hearing, 24(1 Suppl), 106S.
Simmons, F. R., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14(2), 77-94.
Swanson, L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151–168.