Exploratory Factor Analysis of the Wraml with Academically At-Risk Students

Abstract

The Wide Range Assessment of Memory and Learning (WRAML) is a nationally standardized instrument designed to assess memory and learning skills in children and adolescents. Controversy about the factor structure of the instrument has resulted in researchers questioning the validity of the three WRAML composite scores (Verbal Memory, Visual Memory, and Learning). To help clarify this issue, the instrument was administered to 1 5 children referred for academic concerns (M age = 10.15). An exploratory factor analysis extracted three factors defined as Attention/Concentration, Visual Memory, and Verbal Memory. These findings are similar to the factor structure of the Wechsler Memory Scale-Revised. Implications of these data are discussed.

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