Measures and References: References: Working Memory

Return to References: Working Memory factor page.

Measures

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 with poor Working Memory skills

References

Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29.

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.

Alvarado, J. M., Puente, A., & Herrera, V. (2008). Visual and phonological coding in working memory and orthographic skills of deaf children using Chilean Sign Language. American Annals of the Deaf, 152(5), 467-479.

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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.

Dahlin, K. I. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.

Daneman, M., Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466.

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Kofler, M. J., Singh, L. J., Soto, E. F., Chan, E. S. M., Miller, C. E., Harmon, S. L., & Spiegel, J. A. (2020). Working memory and short-term memory deficits in ADHD: A bifactor modeling approach. Neuropsychology, 34(6), 686–698.

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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.

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