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 aged five to 16
Test of Memory and Learning (TOMAL): (Reynolds & Voress, 2007)**: Measures verbal, nonverbal, and composite memory in people aged five to 59
Baddeley, A. D. (1998). The central executive: A concept and some misconceptions. Journal of the International Neuropsychological Society, 4(5), 523-526.
Bremner, J. D. (2003). Long-term effects of childhood abuse on brain and neurobiology. Child and Adolescent Psychiatric Clinics of North America, 12(2), 271-292.
Cohen, M. J. (1997). Examiner's manual: Children's memory scale. San Antonio, TX: Harcourt Brace & Company.
Ehri, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248.
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.
Leclercq, A.L., & Majerus, S. (2010). Serial-order short-term memory predicts vocabulary development: Evidence from a longitudinal study. Developmental Psychology, 46(2), 417–427.
McDougall, S. J., & Donohoe, R. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing, 15(3-4), 359-387.
McDougall, S., Hulme, C., Ellis, A., & Monk, A. (1994). Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58(1), 112-133.
Rasch, B., & Born, J. (2013). About sleep's role in memory. Physiological Reviews, 93(2), 681-766.
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.
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.
Stein, M. B., Koverola, C., Hanna, C., Torchia, M. G., & McClarty, B. (1997). Hippocampal volume in women victimized by childhood sexual abuse. Psychological Medicine, 27(04), 951-959.
Teicher, M. H., Anderson, C. M., & Polcari, A. (2012). Childhood maltreatment is associated with reduced volume in the hippocampal subfields CA3, dentate gyrus, and subiculum. Proceedings of the National Academy of Sciences, 109(9), E563-E572.
Van Bergen, P., Wall, J., & Salmon, K. (2015). The good, the bad, and the neutral: The influence of emotional valence on young children's recall. Journal of Applied Research in Memory and Cognition, 4(1), 29-35.
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.
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