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Screening for working memory deficits in the classroom: the psychometric properties of the working memory rating scale in a longitudinal school-based study.

Authors
  • Normand, Sébastien1
  • Tannock, Rosemary
  • 1 1Université du Québec en Outaouais, Gatineau, Canada. , (Canada)
Type
Published Article
Journal
Journal of Attention Disorders
Publisher
SAGE Publications
Publication Date
May 01, 2014
Volume
18
Issue
4
Pages
294–304
Identifiers
DOI: 10.1177/1087054712445062
PMID: 22628147
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

The aim of this 18-month longitudinal study was to explore the psychometric properties of the recently developed Working Memory Rating Scale (WMRS) within a general school population of 524 six- to nine-year-old children (259 boys, 265 girls) and with an examination of sex and time differences. Teachers completed the WMRS and children completed objective measures of WM and standardized measures of academic achievement. Confirmatory factor analyses indicated a poor fit for the 20 original WMRS items. Post hoc analyses, however, revealed that the factor structure of an alternative five-item short form was strong for both boys and girls and at the two time points, spanning two consecutive academic years. Internal consistency, criterion-related validity, and convergent validity of this alternative five-item WMRS were also excellent. The short five-item WMRS may eventually provide teachers with a useful and time-effective method to screen for WM deficits at school.

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