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Journal of Psychoeducational Assessment
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What's this?

Factor Structure of the Wide Range Assessment of Memory and Learning in a Clinical Population

Glen P. Aylward

Southern Illinois University School of Medicine, Springfield, Illinois

Gerard Gioia

Mt. Washington Pediatric Hospital, Baltimore, Maryland

Steven J. Verhulst

Southern Illinois University School of Medicine

Sabra Bell

Southern Illinois University School of Medicine

The Wide Range Assessment of Memory and Learning (WRAML) factor structure is evaluated in a clinical sample of 323 children referred because of problems in school performance (M age 9.83 years, M grade 4.18, M FSIQ 95.03). Of these, 72% had attention deficits, whereas 8 to 35% had learning disabilities. Pairwise principal factor analyses with the Montanelli and Humphreys criterion produced a three-factor solution that accounted for 36% of the variance: Factor 1 is a Visual Content factor (four subtests), factor 2 is a Short-term Verbal factor (2 subtests), and factor 3 is a Verbal Semantic/Strategic factor (2 subtests). "Learning" subtests did not separate out, and Sound-symbol did not load significantly on any factor. Solutions for the two age divisions of the test were highly similar. These findings are not consistent with the WRAML factor structure reported by the test authors and suggest that alternative means of interpretation be considered. Modality-related and functional processing dimensions (strategic/nonstrategic, episodic/semantic) are recommended for clinical use in the evaluation of children's memory.

Journal of Psychoeducational Assessment, Vol. 13, No. 2, 132-142 (1995)
DOI: 10.1177/073428299501300203
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G. A. Gioia
Re-Examining the Factor Structure of the Wide Range Assessment of Memory and Learning: Implications for Clinical Interpretation
Assessment, June 1, 1998; 5(2): 127 - 139.
[Abstract] [PDF]