Word memory test performance in Canadian adolescents with learning disabilities: a preliminary study

Area of Science:

• Neuropsychology
• Educational Psychology
• Developmental Psychology

Background:

• Learning disabilities (LDs) present significant challenges in academic and cognitive functioning.
• Accurate assessment of cognitive abilities and effort is crucial for effective educational interventions.
• The Word Memory Test (WMT) is a tool used to assess memory and effort, but its performance in students with LDs requires further investigation.

Purpose of the Study:

• To evaluate Word Memory Test (WMT) performance in students with identified learning disabilities (LDs) who are providing good effort.
• To examine the influence of severe reading or learning problems on WMT performance.
• To determine the validity of the WMT in identifying low effort in this specific population.

Main Methods:

• A cohort of 63 students with LDs, aged 11–14 years, participated in the study.
• Participants completed psychoeducational assessments, including the WMT, as part of a secondary school transition program.
• Data analysis focused on WMT subtest performance and correlations with reading and phonological skills.

Main Results:

• Only 9.5% of students with LDs met Criterion A (failing early WMT subtests).
• Less than 1% met criteria for low effort identification.
• WMT failure was strongly associated with severe deficits in word reading (≤1st percentile), phonetic decoding, and phonological awareness.

Conclusions:

• The majority of students with a history of LD can successfully pass the WMT.
• The WMT, particularly with profile analysis, appears to be a valid measure for assessing effort in students with LDs.
• Severe reading and phonological deficits, not necessarily low effort, may explain WMT performance in some students with LDs.