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

Publisher Website
Google Scholar
Abstract
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.