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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.