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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.
Working Memory Rating Scale (WMRS) (Alloway, Gathercole, Kirkwood, & Elliott, 2009): A behavior rating scale for teachers to use based on behavior patterns typically observed in students five to eleven years old with poor Working Memory skills
Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The Working Memory Rating Scale: A classroom-based behavioral assessment of working memory. Learning and Individual Differences, 19(2), 242-245.
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346.
Baddeley, A. (2000). The episodic buffer: a new component of working memory?. Trends in Cognitive Sciences, 4(11), 417-423.
Berninger, V. W., Abbott, R. D., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141-163.
Bishop, D. (1982). TROG: Test for Reception of Grammar. England: Medical Research Council.
Borella, E., Ghisletta, P., & De Ribaupierre, A. (2011). Age differences in text processing: The role of working memory, inhibition, and processing speed. Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 66(3), 311-320.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Caldwell, B., & Bradley, R.H. (2005). HOME inventory administration manual, standard edition. Little Rock: University of Arkansas.
Currie, N. K., & Cain, K. (2015). Children's inference generation: The role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57-75.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466.
DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.
Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test: PPVT-4A. Minneapolis, MN: NCS Pearson.
Dunn, L. M., Dunn, D. M., Styles, B., and Sewell, J. (2009). The British Picture Vocabulary Scale III (3rd ed.). London: GL Assessment Limited.
Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N., … E.K., Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research, 1110, 166-174.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function: BRIEF. Odessa, FL: Psychological Assessment Resources.
Golden, C.J. (1978). Stroop Color and Word Test: A manual for clinical and experimental uses. Chicago: Stoelting Co.
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703-1743.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180.
Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86(2-3), 199-225.
Kamijo, K., Pontifex, M. B., O'Leary, K. C., Scudder, M. R., Wu, C. T., Castelli, D. M., & Hillman, C. H. (2011). The effects of an afterschool physical activity program on working memory in preadolescent children. Developmental Science, 14(5), 1046-1058.
Leonard, L. B., Weismer, S. E., Miller, C. A., Francis, D. J., Tomblin, J. B., & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408-428.
MacGinitie, W. H., MacGinitie, R. K., Maria, K. & Dreyer, L. G. (2000). Gates MacGinitie Reading Tests. Rolling Meadows, IL: Riverside.
Marshall, C., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N., & Morgan, G. (2015). Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, 6(5), 527.
McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child__ Development, 74(2), 498-515.
McQuade, J., Murray-Close, D., Shoulberg, E., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422-435.
McVay, J. C., & Kane, M. J. (2012). Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention. Journal of Experimental Psychology: General, 141(2), 302.
Medwell, J., & Wray, D. (2014). Handwriting automaticity: the search for performance thresholds. Language and Education, 28(1), 34-51.
Morra, S., & Camba, R. (2009). Vocabulary learning in primary school children: Working memory and long-term memory components. Journal of Experimental Child Psychology, 104(2), 156-178.
Nouwens, S., Groen, M. A., & Verhoeven, L. (2016). How storage and executive functions contribute to children's reading comprehension. Learning and Individual Differences, 47, 96-102.
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J. A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress, & Coping, 21(4), 417-430.
Pickering, S., & Gathercole, S. (2001). Working Memory Test Battery for Children. London: Psychological Corporation.
Santi, A., & Grodzinsky, Y. (2007). Working memory and syntax interact in Broca's area. Neuroimage, 37(1), 8-17.
Sarsour, K., Sheridan, M., Jutte, D., Nuru-jeter, A., Hinshaw, S., & Boyce, W. T. (2010). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17, 120-132.
Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115(2), 336-356.
Smith-Spark, J. H., & Gordon, R. (2022). Automaticity and executive abilities in developmental dyslexia: A theoretical review. Brain Sciences, 12(4), 446.
Steenari, M. R., Vuontela, V., Paavonen, E. J., Carlson, S., Fjallberg, M., & Aronen, E. T. (2003). Working memory and sleep in 6-to 13-year-old schoolchildren. Journal of the American Academy of Child & Adolescent Psychiatry, 42(1), 85-92.