Return to References: Long-term Memory 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.
Children's Memory Scale (CMS): (Cohen, 1997): Assesses Long- and Short-term Memory in verbal, visual, and attention/concentration domains in students five to 16 years old
Test of Memory and Learning (TOMAL): (Reynolds & Voress, 2007): Measures verbal, nonverbal, and composite memory in people five to 59 years old
Anderson, M. C., Green, C., & McCulloch, K. C. (2000). Similarity and inhibition in long-term memory: Evidence for a two-factor theory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1141-1159.
Baddeley, A. D. (1998). The central executive: A concept and some misconceptions. Journal of the International Neuropsychological Society, 4(5), 523-526.
Baddeley, A. (2000). The episodic buffer: a new component of working memory?. Trends in Cognitive Sciences, 4(11), 417-423.
Cohen, M. J. (1997). Examiner's manual: Children's Memory Scale. San Antonio, TX: Harcourt Brace & Company.
Cook, A.E. & O'Brien, E.J. (2017). Fundamentals of inferencing during reading. Language and Linguistics Compass, 11(7), 1-16.
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory?. Progress in Brain Research, 169, 323-338.
Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211-245.
Kibby, M. Y. (2009). There are multiple contributors to the verbal short-term memory deficit in children with developmental reading disabilities. Child Neuropsychology, 15(5), 485-506.
Kormi-Nouri, R., Shojaei, R. S., Moniri, S., Gholami, A. R., Moradi, A. R., Akbari-Zardkhaneh, S., & Nilsson, L. G. (2008). The effect of childhood bilingualism on episodic and semantic memory tasks. Scandinavian Journal of Psychology, 49(2), 93–109.
Graham, S., Gillespie, A., & McKeown, D. (2012). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1–15.
Holz, J., Piosczyk, H., Landmann, N., Feige, B., Spiegelhalder, K., Riemann, D., … Voderholzer, U. (2012). The timing of learning before night-time sleep differentially affects declarative and procedural long-term memory consolidation in adolescents. PLoS ONE, 7(7), 1–10.
McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23.
Peverly, S. T., Brobst, K. E., & Morris, K. S. (2002). The contribution of reading comprehension ability and meta-cognitive control to the development of studying in adolescence. Journal of Research in Reading, 25(2), 203–216.
Rapp, B., Purcell, J., Hillis, A. E., Capasso, R., & Miceli, G. (2015). Neural bases of orthographic long-term memory and working memory in dysgraphia. Brain, 139(2), 588-604.
Rasch, B., & Born, J. (2013). About sleep's role in memory. Physiological Reviews, 93(2), 681-766.
Reynolds, C. R., & Voress, J. K. (2007). Test of Memory and Learning (2nd ed.). Austin, TX: Pro-Ed.
Samplin, E., Ikuta, T., Malhotra, A. K., Szeszko, P. R., & DeRosse, P. (2013). Sex differences in resilience to childhood maltreatment: effects of trauma history on hippocampal volume, general cognition and subclinical psychosis in healthy adults. Journal of Psychiatric Research, 47(9), 1174-1179.
Stenson, A. F., Leventon, J. S., & Bauer, P. J. (2019). Emotion effects on memory from childhood through adulthood: Consistent enhancement and adult gender differences. Journal of Experimental Child Psychology, 178, 121-136.
van Kesteren, M. T., Rijpkema, M., Ruiter, D. J., Morris, R. G., & Fernández, G. (2014). Building on prior knowledge: schema-dependent encoding processes relate to academic performance. Journal of Cognitive Neuroscience, 26(10), 2250-2261.
Was, C. A., & Woltz, D. J. (2007). Reexamining the relationship between working memory and comprehension: The role of available long-term memory. Journal of Memory and Language, 56(1), 86-102.
Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson–Revised Tests of Achievement. Chicago: Riverside.