WRAML subtest meanings

Story, Sentence, Number/letter test Verbal memory.
Story: child is read a story and then asked repeat the story with as much detail as possible..
Sentence: child asked to repeat back meaningful sentences.
Number/letter: child repeats back random mix of numbers and letters.

Picture, Design and finger test Visual Memory tapping into visual processing.
Picture: child is asked to reproduce a picture shown to him after a 10-second delay.
Design: child is asked to reproduce a design shown after a 10-second delay.
Finger: repoduce a series of pencil pokes through different windows on a board.

Verbal learning, Sound Symbol, visual learning tap into the ability to recall information that is purely verbal, purely visual, and verbal with visual cue after several exposures. This shows how a child does when they get to reherse information.

Verbal learning - recall a random list of words after a series of four verbal exposures.
Sound Smbol - Pair sounds with abstract symbols after a series of four exposures.
Visual Learning - Recall the placement of abstract desins on a board after four exposures.

I took this our of my son’s School Psychoeducational Report; very detailed it was.

Helen
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Thank you Helen, just what I was looking for. Is there a way to use these to formulate a learning style profile?

The first three test auditory processing while the last one of the three Number/letter Memory tests auditory sequential memory.The second three test test visual processing with the last of the three testing visual sequential memory.
If the first three test were higher then you would say the child is better at learning auditorally. If the second three tests are higher then the child is better using his visual modality. The last three three tests measure how a child does when he is given multiple times to learn visual and auditory material. The last three mirror learning in school more then the other subtests. Most material that one learns the child is given a chance to study and rehearse it. My son scored 50% and 55% on the auditory and visual memory while on the learning index he scored 99.5%. Sometimes a child needs to be taught the skill of how to rehearse new material. This skill is important in classes that demand a lot of rote memorization. My son did not like rote memorization but when he had a teacher that required a lot of it he learned how to do it efficiently.

If you post your child’s scores I could look them over and tell you what I think.

Helen

My oldest sons WRAML tests now make more sense thanks. He scored a SS of 73 on the auditory portion a SS of 76 on the visual but his learning index score was 107, it did not make sense until you gave this explanation. Thank you very much. We have found that in classes where the materials are gone over several times he does really well and in classes where they just skim over ideas he does miserably. For my youngest son he scored a SS of 79 on the auditory, a SS of 100 on the visual and SS of 96 for learning index. So although both his auditory and visual scores are higher then his brothers he does not learn as well because his learning index is lower. It is nice to have the light on, thanks.

Thank you, Helen, for taking the time to look these scores over. Your help is greatly appreciated!

In standard scores

Story memory: 100
Sentence memory: 85
Number/letter memory: 80
Verbal memory scale: 85
Picture memory: 105
Design memory: 95
Finger windows: 110
Visual memory scale: 102
Verbal learning: 105
Sound/symbol learning: 115
Visual learning: 70
Learning scale: 96
General memory index: 93

sorry, should i have put %?

story: 50%
sentence: 16%
#/letter: 9%
verbal: 16%
picture: 63%
design: 37%
finger windows: 75%
visual: 55%
verbal learning: 63%
sound/symbol learning: 84%
visual learning: 2%
learning scale: 39%
gen. mem. index: 32%

Here are my thoughts, remember I am only a parent.

The child’s immediate visual memory is superior to his verbal immediate memory. The more meaningful the verbal imformation the better the verbal memory. When he is given a chance to rehearse verbal imformation the better the child performs with verbal material. The visual learning is very low. My guess is the child has not learned how to rehearse visual imformation. When a person rehearses visual imformation they usually do so by repeating under their breath what they are seeing visually. If the child was taught this skill my guess is the visual learning scores would go up to average. An exception would be the case of the child with word finding or retrevial problems. They would have trouble attaching the verbal to the visual. To increase the visual learning index try putting a group of objects on a tray and covering them. Teach the child to say the names of the objects under their breath when you uncover the objects. Cover the objects and quiz them.

Helen