SMALSI™
School Motivation and Learning Strategies Inventory

Kathy Chatham Stroud, Ph.D.
Cecil R. Reynolds, Ph.D.

Description


Based on more than 30 years of intensive research, the SMALSI helps identify strengths and weaknesses that are related to a student’s academic success, and makes it possible to address weak learning strategies proactively. The SMALSI is highly effective at identifying students with ineffective learning strategies, low academic motivation, attention and concentration problems, difficulties with test taking, or test anxiety. Intended to be used with special and general education students, the SMALSI is appropriate for a wide variety of different learning styles. This assessment is most useful as a screening tool within regular education settings; as a component of pre-referral intervention; and as an evaluation of students with learning disabilities, emotional disturbance, or ADHD.

How to Use the Assessment
The SMALSI consists of the Child Form (for ages 8 to 12) and the Teen Form (for ages 13 to 18). Both forms pose questions with a four-point response scale, ranging from “Never” to “Almost Always.” The scales for both forms fall into two groups: Student Strengths and Student Liabilities. Scores from the Strengths scale assess the student’s ability to study, take notes, read, write, take tests, and manage time effectively. In contrast, scores from the Liabilities scale focus on the student’s low academic motivation, anxiety in test situations, and concentration difficulties.

The SMALSI can be scored either by hand or computer. Handscoring requires the respondent to complete either the Child Form or the Teen Form. Results are then recorded onto the corresponding Profile Sheet. Alternatively, computer scoring involves onscreen completion of the test and recording of responses. An audio CD is available for those who have difficulties with reading. Respondents can complete the SMALSI by listening to test items rather than reading them.
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Scales & Forms

  • Study Strategies
  • Note-taking/Listening Skills
  • Writing/Research Skills
  • Reading/Comprehension Strategies
  • Test-Taking Strategies
  • Time Management
  • Test Anxiety
  • Organizational Techniques
  • Low Academic Motivation
  • Concentration/Attention Difficulties
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QUICK FACTS

Authors
Kathy Chatham Stroud, Ph.D. & Cecil R. Reynolds, Ph.D.

Age Range 8 to 18 years

Administration Time 20–30 minutes  

Administration Type Self-report

Qualification Level B

Formats
  • Handscored
  • Software