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Word memory test performance in Canadian adolescents with learning disabilities: a preliminary study.

The purpose of this study was to evaluate Word Memory Test (WMT) performances in students with identified learning disabilities (LDs) providing good effort to examine the influence of severe reading or learning problems on WMT performance. Participants were 63 students with LDs aged 11 to 14 years o...

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Published in:Applied Neuropsychology: Child Vol. 1; no. 1; pp. 38 - 48
Main Authors: Larochette, Anne-Claire, Harrison, Allyson G
Format: research Journal Article
Published: Taylor & Francis Ltd 2012
Online Access:View this record in EBSCOhost
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      jtl: Applied Neuropsychology: Child
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      dt: 2012
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.1080/21622965.2012.665777
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        atl: Word memory test performance in Canadian adolescents with learning disabilities: a preliminary study.
      aug:
        au:
          Larochette, Anne-Claire
          Harrison, Allyson G
        affil: Regional Assessment and Resource Center, Queen's University, Kingston, Ontario, Canada.
      sug:
        subj:
          Educational Measurement
          Learning Disorders Diagnosis
          Memory Disorders Diagnosis
          Neuropsychological Tests Standards
          Reading
          Adolescence
          Canada
          Child
          Female
          Human
          Male
          Phonetics
          Pilot Studies
          Psychological Tests
          Psycholinguistics Equipment and Supplies
          Adolescent: 13-18 years
          Child: 6-12 years
          Female
          Male
      ab: The purpose of this study was to evaluate Word Memory Test (WMT) performances in students with identified learning disabilities (LDs) providing good effort to examine the influence of severe reading or learning problems on WMT performance. Participants were 63 students with LDs aged 11 to 14 years old (M = 12.19 years), who completed psychoeducational assessments as part of a transition program to secondary school. Participants were administered a battery of psychodiagnostic tests including the WMT. Results indicated that 9.5% of students with LD met Criterion A on the WMT (i.e., perform below cut-offs on any of the first three subtests of the WMT), but less than 1% met both criteria necessary for identification of low effort. Failure on the first three subtests of the WMT was associated with word reading at or below the 1st percentile and severely impaired phonetic decoding and phonological awareness skills. These results indicate that the majority of students with a history of LD are capable of passing the WMT, and use of profile analysis reduces the false-positive rate to below 1%.
      pubtype: Academic Journal
      doctype:
        research
        Journal Article
      ougenre: Article
    language: English
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