AWMA-2

Alloway Working Memory Assessment, Second Edition

Interpretive Report
Dr. Tracy Packiam Alloway, PhD

Name: Jane A Doe

ID Number: 1
Gender: Female
Birth Date: 01/01/1980
Test Date: 04/18/2012
Age: 32:3
School: Sample School
Examiner: Sample Examiner
Comments: This is sample comment text.

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[ 1.0 / RE1 / QG1 ]
AWMA-2 Score Report, ID: 1
04/18/2012, Page 2 Jane A Doe

STANDARD SCORES AND PERCENTILES

Scores are standardised to a mean of 100 and a standard deviation of 15 for each age band.
Percentiles represent the percentage of individuals in the same age band who obtained this
score or less.

Test Standard Score Percentiles

Verbal Short-Term Memory 25.00
Digit Recall 68 2.00
Letter Recall 112 79.00
Verbal Working Memory 0.05
Processing Letter Recall 28 0.05
Backwards Digit Recall 22 0.05
Visuo-Spatial Short-Term Memory 63.00
Dot Matrix 95 37.00
Block Recall 115 84.00
Visuo-Spatial Working Memory 5.00
Mr. X 85 16.00
Backwards Dot Matrix 65 1.00
AWMA-2 Score Report, ID: 1
04/18/2012, Page 3 Jane A Doe

COMPOSITE MEMORY
SCORE SUMMARY

Percentile 1 2 5 10 20 30 40 50 60 70 80 90 95 99 100

Percentile
Rank

STM Verbal 25.0

WM Verbal 0.05

STM Visuo-Spatial 63.0

WM Visuo-Spatial 5.0
AWMA-2 Score Report, ID: 1
04/18/2012, Page 4 Jane A Doe

LEARNING PROFILE

Verbal Short-Term Memory

Verbal short-term memory refers to the ability to hold verbal information in mind for a brief period of time, for example
when attempting to remember a new telephone number. Verbal short-term memory plays an important role in learning the
sound patterns of new words, in both the native language and in second language learning. Individuals with poor verbal
short-term memory skills have specific impairments in the process of learning the phonological structures of new vocabulary
items and acquire new vocabulary items at a much slower rate than their peers.

Jane's performance in the area of verbal short-term memory skills is in the low-average range compared to the peers in the
same age-group. The scores indicate that she should not have any difficulty in learning language or vocabulary-related tasks
at the same rates as peers. She may occasionally struggle with some language-related tasks and it is important to monitor
performance.

Verbal Working Memory

Verbal working memory refers to the capacity to hold in mind and manipulate verbal information over brief periods of time.
Verbal working memory abilities are closely associated with a wide range of measures of academic ability, including literacy
and mathematics. The majority of individuals with recognised learning difficulties in these areas have working memory
impairments. Poor working memory skills in the early years of education are also effective predictors of poor scholastic
attainments over the subsequent school years.

Jane's performance in the area of verbal working memory skills is extremely poor. The scores are below average and indicate
that she is likely to have impairments across all key areas of learning. Attainment levels, particularly in reading and
mathematics, will be considerably below the average scores of peers. She has been identified as being at risk of poor
educational progress over the coming years. Supporting working memory through intervention is needed to help improve
performance.

Visuo-Spatial Short-Term Memory

Visuo-spatial short-term memory refers to the ability to hold in mind visuo-spatial information for a brief period of time.
Visuo-spatial short-term memory skills are closely linked with the ability to learn mathematics and science (for older children
and adults). Individuals with poor visuo-spatial short-term memory skills may have difficulty in carrying out mental
arithmetic and word problems.

Jane's performance in the area of visuo-spatial short-term memory skills is in the high-average range compared to the peers
in the same age-group. The scores indicate that she should not have any difficulty in tasks related to mathematics or science,
and should perform at the same rate as peers. Her strengths in visuo-spatial short-term memory can support learning and
performance of complex new tasks, particularly those involving motor control.

Visuo-Spatial Working Memory

Visuo-spatial working memory refers to the ability to hold in mind and manipulate visuo-spatial information for a brief
period of time. Visuo-spatial working memory skills are also closely linked with a wide range of measures of academic
ability, including literacy and mathematics. The majority of individuals with recognised learning difficulties in these areas
have working memory impairments. Poor working memory skills in the early years of education are also effective predictors
of poor scholastic attainments over the subsequent school years.

Jane's performance in the area of visuo-spatial working memory skills is below average compared to the peers in the same
age-group. The scores indicate that she has learning difficulties that extend across the domains of literacy and mathematics
rather than of difficulties restricted to literacy alone. Supporting working memory through intervention can help improve
performance.